This paper reports on an evaluation of the professional development program Boost for Mathematics in Sweden. 200 mathematics lessons were visited, and the teachers were interviewed after each lesson.The analysis used an analytical framework based on Lithner et al. (2010).The findings indicate that the PD-program has had a significant impact on the teachers’ knowledge about the mathematical competencies as they are presented in the national curriculum documents, and that the teaching practice has improved and give the students better possibilities todevelop the competencies.The results also show that these improvements are still present one year after the program had ended.

Recently, researchers have encouraged the teaching of statistical inference to students at all levels. However, what constitutes pre-service teachers’ pedagogical content knowledge for statistical inference has not yet been given specific attention in research. This paper presents a qualitative study of pre-service teachers participating in a collaborative learning setup in a mathematics course to be prepared for teaching statistics in primary school aged 6–10 years. The study reported here is the first cycle of a design research project. This first-phase study explores how pre-service teachers’ pedagogical content knowledge for statistical inference can be developed during their mathematics course. The findings show that pre-service teachers’ learning opportunities regarding pedagogical content knowledge for statistical inference are insufficient. Based on the initial results, an initial conjecture map was constructed that guides the forthcoming design cycle.

This presentation reports on an ongoing study, which aims to create more knowledgeon the relationship between different types of curriculum resources when identified inthe practice of teachers planning collaboratively. These resources are describedthrough the Design Capacity for Enactment framework, augmented with domains of theMathematical Knowledge for Teaching framework. The aim is to identify and examinethe connection, rather than to claim to explain the relation. Preliminary results showthat there are many different types of resources used, both digital and analogue, andthat teachers’ Knowledge of Content and Students and Knowledge of Content andTeaching guide the reasons for what types of resources are used.

This study investigates resource use by upper-secondary mathematics teachers in the context of collaborative planning. A thematic content analysis is conducted on audio-recorded teacher discussions in order to find out what resources are used by the teachers, how they are used, and for what reasons. The findings show that although teachers use a variety of resources to support their instructional enactment as well as instructional design, there is a difference in how they use different resources to support different planning practices. For instructional design, curriculum resources provide support for the mathematical content, while social resources, self-generated documents, and cognitive resources provide support for the design of instructional activities. Authority is given by teachers to curriculum resources, but conflicts of authority emerge in discussions, when teachers’ abilities to exert their agency are not supported by curriculum resources. We discuss the findings in relation to authority and resource use, as well as for established conceptualizations of resources. The findings bear practical implications for the design of curriculum resources.

The paper reports the first results of an ongoing research project aiming atcharacterizing Swedish school algebra (grades 1-9). Both diachronic andsynchronic studies are conducted to identify the specific teaching traditiondeveloped in Sweden and different theoretical approaches are applied in theoverall project in order to obtain a rich picture of the Swedish case. The resultsreported here are based on the analyses of mathematics curriculum, textbooks andfocus group interviews with teachers in seven schools. The initial results indicatethat, since 1980s, algebra is vaguely addressed in the steering documents and theprogression of algebraic thinking is elusive in teachers’ discourses. We discuss theimplications of the initial findings for our project.

In the current paper, we present an analysis of a case study in which we have followed Swedish primary teachers who voluntarily began using translated Finnish curriculum materials, i.e. a textbook and teacher guide, in order to reform their mathematics teaching. The multifaceted data, consisting of questionnaires, interviews, protocols from collegial meetings and classroom observations, were gathered during the period 2010–2014. The analysis of the interplay within this cross-cultural setting reveals the special characteristics and the challenges existing in practice. Both the experienced and inexperienced teachers offloaded a great deal of their agency to the materials in order to become familiar with the ideas they mediated. Yet, the lack of a clear rationale behind the organization of the materials, as well as the suggested activities connected to taken-for-granted features of the Finnish teaching tradition, made fruitful interaction problematic. The changes teachers made in their classroom practice were tightly connected to the support offered in the materials, without which the teachers abandoned their new classroom patterns. Based on the results of this study, we suggest a number of general aspects that we regard as important to consider when implementing curriculum materials developed within another cultural-educational context.

This volume contains the proceedings of MADIF 11, the eleventh Swedish Mathematics Education Research Seminar, held in Karlstad, January 23–24, 2018. The theme for this seminar was Perspectives on professional development of mathematics teachers. The MADIF seminars are organised by the Swedish Society for Research in Mathematics Education (SMDF). MADIF aims to enhance the opportunities for discussion of research and exchange of perspectives, amongst junior researchers and between junior and senior researchers in the field. The first seminar took place in January 1999 at Lärarhögskolan in Stockholm and included the constitution of the SMDF. The list shows all MADIF seminars.

• MADIF 1, 1999, Stockholm
• MADIF 2, 2000, Göteborg
• MADIF 3, 2002, Norrköping
• MADIF 4, 2004, Malmö
• MADIF 5, 2006, Malmö
• MADIF 6, 2008, Stockholm
• MADIF 7, 2010, Stockholm
• MADIF 8, 2012, Umeå
• MADIF 9, 2014, Umeå
• MADIF 10, 2016, Karlstad
• MADIF 11, 2018, Karlstad

Printed proceedings of the seminars are available for all but the very first meeting. This volume and the proceedings from MADIF 9 and 10 are also available digitally.The members of the MADIF 11 programme committee were Johan Häggström (University of Gothenburg), Yvonne Liljekvist (Karlstad University), Jonas Bergman Ärlebäck (Linköping University), Maria Fahlgren (Karl-stad University) and Oduor Olande (Linneaus University ). The local organisers were Yvonne Liljekvist and Mats Brunström (Karlstad University). The programme of MADIF 11 included two plenary lectures by invited speakers JeungSuk Pang and Peter Liljedahl. As before, MADIF works with a format of full 10 page papers and with short presentations. This year the number of full papers was eighteen, which is twice as many as in MADIF 10.

The number of short presentations were eleven. The seminar also had one symposium, where three papers around a common theme were presented and dis-cussed. As the research seminars have sustained the idea of offering formats for presentation that enhance feedback and exchange, the paper presentations are organised as discussion sessions based on points raised by an invited reactor. The organising committee would like to express its thanks to the following col-leagues for their commitment to the task of being reactors and moderators: Abdel Seidouvy, Anette Bagger, Cecilia Kilhamn, Hanna Palmér, Jan Olsson, Jöran Petersson, Kajsa Bråting, Kirsti Hemmi, Kristina Juter, Linda Marie Ahl, Lotta Wedman, Mette Susanne Andresen, Mirela Vinerean Bernhoff, Nils Buchholz, Ola Helenius, Olaf Knapp, Peter Frejd, Peter Nyström and Tomas Bergqvist.This volume comprises summaries of the two plenary addresses, 18 research reports (papers), one symposia and abstracts for the eleven short presentations. In a rigorous two-step review process for presentation and publication, all papers were peer-reviewed by two or three researchers. Short presentation contributions were reviewed by members of the programme committee. Since 2010, the MADIF Proceedings have been designated scientific level 1 in the Norwegian list of authorised publication channels available at http://dbh.nsd.uib.no/kanaler/.

The editors are grateful to the following colleagues for providing reviews: Abdel Seidouvy, Allan Tarp, Andreas Ryve, Anette Bagger, Angelika Kullberg, Anna Teledahl, Anna-Lena Ekdahl, Arne Engström, Barbro Grevholm, Björn Textorius, Camilla Björklund, Cecilia Kilhamn, Ceclilia Segerby, Cristina Skodras, Cristina Svensson, Djamshid Farahani, Eva Taflin, Frode Rønning, Gerd Brandell, Hanna Palmér, Hamid Asghari, Helena Roos, Håkan Lennerstad, Håkan Sollerwall, Ida Bergvall, Jan Olsson, Jannika Lindwall, Joakim Samuelsson, Jonas Dahl, Jorryt van Bommel, Judy Sayers, Jöran Petersson, Kajsa Bråting, Karolina Muhrman, Kenneth Ruthven, Kirsti Hemmi, Kris-tina Juter, Lars Madej, Leslie Jiménez, Linda Marie Ahl, Lotta Wedman, Madis Lepik, Maike Schindler, Magnus Österholm, Maria Alkhede, Maria Larsson, Maria Reis, Marie Tanner, Margareta Engvall, Mathias Norqvist, Mette Susanne Andresen, Morten Blomhøj, Ola Helenius, Olaf Knapp, Paul Andrews, Per Nilsson, Peter Frejd, Peter Nyström, Reidar Mosvold, Robert Gunnarsson, Suela Kacerja, Takashi Kawakami, Thomas Lingefjärd, Tomas Bergqvist, Troels Lange and Uffe Thomas Jankvist.

The organising committee and the editors would like to express their grati-tude to the organisers of Matematikbiennalen 2018 for financially supporting the seminar. Finally we would like to thank all participants of MADIF 11 for sustaining their engagement in an intense scholarly activity during the seminar with its tight timetable, and for contributing to an open, positive and friendly atmosphere.

There are extensive concerns pertaining to the idea that students do not develop sufficient mathematical competence. This problem is at least partially related to the teaching of procedure-based learning. Although better teaching methods are proposed, there are very limited research insights as to why some methods work better than others, and the conditions under which these methods are applied. The present paper evaluates a model based on students’ own creation of knowledge, denoted creative mathematically founded reasoning (CMR), and compare this to a procedure-based model of teaching that is similar to what is commonly found in schools, denoted algorithmic reasoning (AR). In the present study, CMR was found to outperform AR. It was also found cognitive proficiency was significantly associated to test task performance. However the analysis also showed that the effect was more pronounced for the AR group.

A dominant mathematics Leaching method is to present a solution method and let pupils repeatedly practice it. An alternative method is to let pupils create a solution method themselves. The current study compared these two approaches in terms of lasting effects on performance and brain activity. Seventy-three participants practiced mathematics according to one of the two approaches. One week later, participants underwent BM while being tested on the practice tasks. Participants who had created the solution method themselves performed better at the test questions. In both conditions, participants engaged a fronto-parietal network more when solving test questions compared to a baseline task. Importantly, participants who had created the solution method themselves showed relatively lower brain activity in angular gyros, possibly reflecting reduced demands on verbal memory. These results indicate that there might be advantages to creating the solution method oneself, and thus have implications for the design of teaching methods.

The teaching of algebra has over the years descended from courses in higher education to become an integrated part of compulsory school education. Subsequently, the teaching and learning of algebra in the early grades has become an internationally established field of research (c.f. Cai & Knuth, 2011; Kieran, Pang, Schifter & Ng, 2016; Kaput, Carra- her & Blanton, 2008). Also in the Nordic and Baltic region mathematics educators have developed an interest in this field. In this special issue, some of the recent Nordic research is presented.In the autumn of 2017 a call for papers was announced. It resulted in fourteen submitted papers, and finally the seven articles in this issue of NOMAD. Combined, they provide one picture of the contemporary research. In addition to this we would like to comment on other research in this field we are aware of. However, bear in mind, this is not a structured literature review. Our aim is merely to outline the millieu of this thematic issue. We mainly describe larger research groups and projects, and apologise in advance if we have omitted other important research. [...]

Since mathematical tasks are central to the teaching of mathematics, it is crucial to extend our knowledge of the characteristic features of tasks that are conducive to student development of problem-solving and reasoning abilities as well as conceptual understanding.

The aim of the dissertation is to investigate how different types of mathematical tasks affect student learning and choice of learning strategies. This is done through a twofold approach: 1) to test the hypothesis that tasks affording students the opportunity and responsibility for constructing knowledge are more effective learning tools than tasks for which the solution is presented, and 2) to analyse the educational message embedded in the teacher’s formulation of the mathematical tasks on the Internet.

The main conclusion is that the type of task students engage with is important for their learning of new things. The participants who were engaged in creating their own solutions were less successful during practice but performed better on the tests in comparison with the participants who were involved in solving the tasks with a given method. The results of the sub-studies indicate that in a learning situation consisting of repeated practice of a solution method, the results are closely related to the students’ cognitive ability. The investigation shows that tasks inviting the opportunity to be solved through creative reasoning, to a certain extent serve a compensatory function in relation to students’ cognitive resources. This means that the participants need not put in so much effort in the test situation if they have practiced creative reasoning.

One conclusion to be drawn from the study of the educational message in Internet documents, when it comes to teachers’ formulation of tasks, is that there are many teachers who design tasks that encourage young students’ creative reasoning. However, the educational message in the documents shows that the teachers demand relatively little of the students in the majority of the tasks. The result indicates that there is some uncertainty about how to formulate and use tasks to support the older student’s mathematical development. The way the tasks are formulated indicates a lack of discursive tools to clarify the intended educational situation. Thus, the qualities in the tasks are hidden resources.

This article reports on a study of teacher-shared documents containing matematical tasks published on the Internet. The aim was to identify the goals, metods and pedagogical justifications presented in the documents and what was needed to solve the tasks. Content analysis was used to define their pedagogical message. The results show that the documents mainly involve content goals for younger pupils that are not consistent with the explicit descriptions. The conceptual goals are communicated to a great extent, but are not supported by task features. The reasons for why the tasks given are expected to lead to a certain goal are very often implicit, and, as a result, the content of the documents and the quality of the tasks are somewhat unclear to other teachers.

The interrelated roles of social media as both a platform and a phenomenon of interactivity, invite teachers to produce and consume knowledge of teaching and learning mathematics (e.g., Liljekvist, 2016; van Bommel & Liljekvist, 2015, 2016). The availability and user-friendliness of the social media platform alter the behaviour of the mathematics teacher, and ‘stories’ of the good mathematics teaching are made (e.g. kinds of curricular material, or kinds of questions raised, see e.g., Liljekvist (2016)). Analysing the affordances of this new environment is necessary to understand how the subject didactical discourse on learning and teaching is simultaneously constructed and consumed in mathematics teachers’ digitalized every-day practice. It is a matter of probing the characteristics of the interaction, that is, the ways in which the activity on the Internet supports knowledge development and re-sourcing in mathematics teaching (cf. Liljekvist, 2016; Ruthven, 2016).

The primary aim of this poster is to initiate a discussion in the TWG17 that elaborates on theoretical constructs that may be fruitful in the research of mathematics teachers’ digitally extended every-day practice and collaboration. This arena for teacher learning and collaboration is under-researched (see, e.g., Robutti, Cusi, Clark-Wilson, Jaworski, Chapman, Esteley, Gnoos, Isoda, and Joubert (2016)).

The prosumer concept, that is, people as producers and consumers of products and services (cf. Beighton, 2016; Ritzer, Dean, & Jurgenson, 2012; Zajc, 2015) shows some possibilities to theoretically model mathematics teachers’ re-sourcing on social media as it centres on the phenomenon per se (i.e., producing and consuming knowledge). Thus it is closely tied to the raison d’être of social media (Zajc, 2015) and mathematics teachers’ activities there (van Bommel & Liljekvist, 2015, 2016). However, the concept needs to be operationalized in an educational setting and in a mathematical discourse in order to have sufficient explanatory power for our purposes. Here are some examples; In business and sociology, the driving forces for investigating ‘prosuming’ is to understand consumers’ behaviour (e.g., Ritzer et al. 2012; Zajc, 2015), but in educational research mathematics teachers’ performance, for instance, as a learner and as a colleague is of interest (e.g., Liljekvist, 2016; Ruthven, 2016; van Bommel & Liljekvist, 2015, 2016). Further, Beighton (2016) discusses in his article how the prosumeristical behaviour can also work as a tool for control, where

creativity and knowledge development, and professional learning may not be supported. This aspect of mathematics teachers’ online activities is relevant, as it, for instance, may explain some of the quality problems in the curricular material shared (e.g., Liljekvist, 2016).

The poster offers a brief overview of the present situation described above, and clarifies how the prosumer concept may be operationalised in the analysis of data from social media. The core research question centres on how we can theoretically describe mathematics teachers’ simultaneous processes of producing and consuming subject didactical knowledge on social media.

This volume contains the proceedings of MADIF 12, the twelfth Swedish mathematics education research seminar, held in Växjö, January 14–15, 2020. The theme for this seminar was Sustainable mathematics education in a digi- talized world. The MADIF seminars are organised by the Swedish society for research in mathematics education (SMDF). MADIF aims to enhance the opportunities for discussion of research and exchange of perspectives, amongst junior researchers and between junior and senior researchers in the field. [...]

This is a report on the discussions (and post-reflections) of the MADIF10 symposium ”Conceptualizing a local instructional theory in design research”. Linking the discussion to Koeno Gravemeijer’s keynote at MADIF9 and drawing on different ongoing research projects, the aim of the symposium was to discuss [examples of] the operationalization of design principles in order to deepen the understanding of some theoretical concepts in design research. The contribution of the symposium is the interpretation of how local instruction theory interrelates with other concepts in design research, for instance, the hypothetical learning trajectory. The role of the concepts as both design tools and as outcomes was presented and discussed.

This paper will present an ongoing research project in a Swedish national programme for cooperation between schools and universities (www.kau.se/ulf ). The aim is to provide knowledge regarding how teachers plan and prepare lessons (PaP) in different subjects so that those techniques can be modelled. Further, by comparing different subjects, we will also learn more about the way in which disciplinary boundaries affect the planning process. RQ: How does collegial cooperation affect the practice and the quality of teacher planning and preparation? PaP is vital for high-quality in teaching and thus for student learning (Hattie, 2008; Mertens et al., 2010). Nevertheless, the infrastructure to support PaP is often poorly developed. In Sweden, as in many other countries, PaP is mainly the responsibility of individual teachers, disconnected from the local school organisation (Darling-Hammond & Rothman, 2011; Ellegård & Vrotsou, 2013; OECD, 2020). Indications of deficiencies in such infrastructures include fragmentation of time for planning, absence of functional collaborative settings, lack of routines and relevant input of new knowledge (Nordgren et al.,2019). This project bring together the fields of subject didactic (e.g. Hudson, 2016) and school development (e.g. Jarl, Blossing, & Andersson, 2017). We argue that PaP is a key to school development and that subject specific knowledge and skills associated with good PaP should be at the centre of teacher professional development (cf. Carlgren, 1999; Deng, 2018) to meet the challenges having creativity, literacy, and critical thinking as central aspects of teaching.In our presentation we will discuss how possibilities and restrains in the collegial setting affect the subject-oriented planning teams. We draw on data from planning team meetings (audio recordings, planning documents, etc.). Subject specific, as well as generic variation in the planning teams’ activity enhance our knowledge on how such designated communities can support PaP.

As teachers’ informal professional development is visible in social media, this study probes teachers’ participation in self-organized Facebook groups in mathematics or Swedish-language education. In total, 553 posts from six Facebook groups were categorized using Shulman’s knowledge-base framework, and analysed using systemic functional grammar. Teachers use “questions” and “offers” most frequently (88%). Within these speech functions, pedagogical content knowledge dominates (63%), indicating that these groups constitute professional learning communities that teachers use as a professional development resource, focusing the interaction on pedagogical content knowledge. This study finds a largely similar practice in Facebook groups across the two subjects.

The new technologies, in particular social media in Web 2.0, enable rapid change in people’s behaviour, which needs to be considered in research on teacher empowerment and teacher professional development and growth. In this chapter we discuss how teachers in an informal, yet structured, way use social media to expand their professional learning communities beyond the local school context in Sweden. This is an example of how a new behaviour is emerging among teachers that changes the opportunities and the frames for professional development and growth. Through teachers’ engagement in social media, such as Facebook, extended professional learning communities arise and teachers’ professional development and growth become evident. Global levels influence local levels: teachers from different schools engage in structured discussions related to everyday practice, such as issues of learning goals in pre-school or topics related to a specific course in upper secondary school. The teachers’ arena for professional development and growth has changed, which means that the context of teacher empowerment is rapidly changing too. Consequently, the chapter includes theoretical reflections on professional learning communities in a Web 2.0 world and how this phenomenon may affect our approach to enhancing teachers’ professional development.

Teachers worldwide are using social media as a professional development resource. In studying social media as ‘a place’ for teachers’ professional development, we investigated large Facebook groups with themes connected to teaching and learning in compulsory schools. The interaction in these groups was analysed within the framework of systemic functional grammar. In order to reveal knowledge known and shared by teachers as a community, we have also used Shulman’s (1987) framework. Most posts received responses and this response is in line with the expected response pattern. The speech functions ‘Questions’ and ‘Offers’ were most common. Further, most posts addressed subject specific knowledge. The multi-theoretical approach used when researching mathematics teachers’ professional development in self-organized online groups showed that these large Facebook groups facilitated professional learning.

Studies on high ability in mathematics rarely take a teacher’s perspective. The purpose of our study is to add such a perspective, which we will do by using positioning theory to analyze elementary teachers’ discussions on mathematical tasks, aiming to challenge all pupils, including the highly able. The study is conducted in the context of a two-year long teacher professional development program on high ability. Teachers expressed both their teaching and the mathematical tasks as helpful in orchestrating teaching suitable for highly able pupils. They highlight the opportunities given by some tasks as well as the importance of guiding highly able pupils to go further in such tasks. However, they expressed their own limited mathematical knowledge and time needed for pupils with learning difficulties as obstacles to orchestrate teaching for the highly able. The results show that it is important to, in close cooperation with teachers, further explore how to orchestrate teaching that challenges highly able pupils.

There is a need to develop an infrastructure to support and maintain teaching that both challenge all students at their knowledge level and open up the possibility to applying mathematical knowledge in innovative and creative ways. Learning management systems (LMS) are widely used throughout the Swedish school system. However, recent studies shows that few teachers use this resource for teaching development, i.e., using LMS as an instrument to improve forthcoming lessons. In this poster a research proposal is outlined. The aim is to explore how LMS can be used as an instrument for differentiated instruction throughout the intertwined processes of planning, teaching, studying, follow up and assessment.

This paper takes an interest in how schools and teachers dealt with new demands when teaching rapidly went online during school closures related to the COVID-19 pandemic, in what we see as an example of emergency remote teaching. The aim is to make visible how schools and teachers dealt with the demands that they were confronted with while under hard pressure during emergency remote teaching, and what discursive frames are used in upper secondary teachers' pedagogical considerations. Fifteen teachers of history, mathematics and Swedish (five from each subject) are followed in recurring interviews between April 2020 and September 2020, resulting in a total of 41 interviews. A narrative approach is used in the analysis and results show how teachers made large efforts to maintain teaching in what can be described as a crisis organization. Three main discourses are identified: (a) a strong assessment discourse; (b) a relational discourse; and (c) a compensatory discourse. The findings are discussed in the light of educational policy based on the so-called Nordic model and the idea of one-school-for all, and in relation to what becomes possible to teach as well as what is not possible to do in times of crisis.

Föreliggande rapport redovisar resultat från en enkätstudie som riktades till rektorer på grundskola och gymnasium. Undersökningen genomfördes under hösten 2019 inom ramen för ULF (Utbildning, Lärande, Forskning), som är en nationell försöksverksamhet. Målet med försöksverksamheten är att utveckla och pröva hållbara samverkansmodeller mellan akademi och skola vad gäller forskning, skolverksamhet och lärarutbildning.

Enkätstudien syftar till att undersöka om kollegial samverkan runt planering och efterarbete kan utgöra en grund för skolutveckling och forskningssamverkan mellan skola och akademi. Enkäten efterfrågade även hur rektorer ser på forskningens roll i skolan. I rapporten sätts resultat från rektorsenkäten även i relation till en lärarenkät genomförd 2018 (Nordgren et al., 2019).

Våra studier visar att kollegial samplanering runt undervisning skulle kunna vara central för en samverkan om forskning och utveckling. Resultaten påvisar emellertid stora skillnader mellan hur rektorer och lärare uppfattar villkoren för, och organisationen av utvecklingsarbetet runt undervisning.  Ett annat centralt resultat är att rektorer och lärare visar sig intresserade av forskning och samverkan mellan skola och akademi, men båda grupperna ger uttryck för att deras villkor att systematiskt utveckla sin verksamhet är begränsade.

Denna rapport ger ett omfattande och rikt underlag för lärare, rektorer, forskare och skolpolitiker att reflektera över vilka strategier som kan vara långsiktiga och hållbara för att understödja en skola på vetenskaplig grund.

Planning and preparation (PaP) are vital for high-quality teaching and thus for student learning. Nevertheless, the infrastructure to support teachers' PaP is often poorly developed. This project brings together the fields of subject didactic and school development in order to investigate PaP as part of an organised infrastructure and as qualified activity. We focus how infrastructure can be organised to support PaP in sustainable ways for professional development, efficient for transforming knowledge into relevant teaching activities, and is systematic and dialogic in its formative approach. The aim is to develop knowledge about a didactical collegial practice as well as about its role in the local school infrastructure. Our research-based hypothesis is that teachers PaP benefit from a collegial collaboration (Darling-Hammond et al., 2017) and that the implementation of such a designated work needs the local school management's active support (Jarl et al., 2017). We have followed the commencement and implementation of twelve subject-based planning teams (audio recorded meetings; documents). A modified version of the Tyler-model (Tyler, 1950), and tools from legitimation code theory (Maton, 2014) frames the analysis. The contribution to the fields of subject didactics bridge the knowledge gap about PaP qualities and competencies. It is likewise important for school improvement, as there is a parallel gap about leading PaP as a strategy for improvement. This knowledge is vital for improving school-reform programs, and teacher education. 

This study explores how teachers perceive the working conditions for planning and preparing their lessons, focusing on collegial collaboration and systematic and formative teaching. The data were collected through a survey (n = 2285) on infrastructure for teaching development and time for planning and preparation. The results show a systematic correlation between a supportive, collegial structure for planning and preparation and teachers' validation of their teaching and working conditions. However, our findings also indicate that collaborative work is insufficient to support efficient formative teaching and that there are general shortfalls in the infrastructural settings around teachers' planning and preparation. (C) 2021 The Authors. Published by Elsevier Ltd.

I denna rapport beskrivs de huvudsakliga resultaten från en enkätstudie om hur lärare i svensk skola uppfattar sina förutsättningar att planeraoch efterarbeta sina lektioner. Studien visar för det första att de flesta lärare inte har organiserad tid för kollegialt samarbete runt planering och efterarbete av lektioner. För det andra visar studien att när det finns organiserat samarbete så är lärarna betydligt mer positiva till sin arbetsmiljö och sina möjligheter att planera och efterarbeta sina lektioner. För det tredje visar studien att skolor i liten utsträckning arbetar med formativ undervisning. Detta även på skolor med tid för organiserat samarbete. Sammantaget tyder resultaten på att vissa grundläggande förutsättningar för en skola på vetenskaplig grund saknas.

This paper reports on a project aiming to develop empirical and theoretical knowledge about teachers' planning and preparations (PaP) of lessons as a didactical collegial practice and how this shapes and is shaped by the local school organization. One goal is to explore and theoretically describe PaP as a collegial practice by contrasting different subjects over time. Another is to analytically explore how these settings affect and enable teachers' ability to make strategic decisions for students' learning. Finally, the aim is to examine local school improvement efforts. The project is based on longitudinal case studies wherein teachers of different school subjects had time to plan and prepare lessons. The collegial setting was organized to facilitate teachers' focus on student learning, primarily subject-oriented and sometimes cross-curricular, but always oriented to a learning object. This design allowed us to study teachers' transformational competence over time and between subjects by following their decisions about content, learning goals and objects, sequencing, and adjusting to students' needs and interests. This design opened up for comparative analyses to better understand similarities and differences between and across subjects. Further, the schools have different management cultures, one more individual and one more collegial. How PaP is implemented and refigured in regard to the local school organization is also examined in the project. We will be asking three research questions: 

• RQ1: How do teachers' PaP appear as a transformational competence when scheduled as collegial collaboration? 
• RQ2: How does the collegial teaching setting affect teachers' ability to make strategic decisions in relation to students' learning? 
• RQ3: How is school leading prefigured in the implementation process of scheduled collegial PaP at participating schools, and what are the implications for the local school organizations? 

What motivates this focus on PaP? In short, we know little about how collegial planning affects teachers' transformational competence and how this may be context-bound to different subjects, nor about its infrastructural function in the local school organization (Hirsh, & Lindberg, 2015; Yuan, & Zhang, 2016). Such evidence-informed knowledge is needed as PaP involves complex strategic decisions that have been shown to benefit from adequate collegial cooperation (Nordgren et al., 2019; 2022). As teachers can make a difference in student learning beyond socio-economic restraints (Hattie, 2008), school authorities and research communities alike have invested in enhancing teachers' professionalism both through collegial and individual strategies (Chetty et al., 2014; Lefstein et al., 2020). Consequently, it is a paradox that planning is largely overlooked as a fundamental activity for generating qualitative teaching. Boeskens and Nusche (2021) note that student learning does not correlate with lesson time as such, but with 'the time students spend engaged with tasks that are of adequate difficulty' (p. 12). To improve teaching quality, teachers have to canalize their knowledge through their PaP. If PaP is compromised due to organizational or ability restrictions, teaching quality will also be compromised. Yet, the role of teachers' planning is seldom distinguished in political reforms nor as a salient practice in school improvement research. In subject-didactical research, the planning–teaching–reflecting cycle is acknowledged as core to teachers' professionalism (Carlson & Daehler, 2019), yet it is seldom targeted for study (Boeskens & Nusche, 2021). Evidence indicates that whether the school improvement efforts target collegial cooperation or teacher leadership, a necessary condition for enduring improvements is teachers' ability to think strategically and autonomously about students’ learning processes (Kennedy, 2016). 

Methodology

Selection: The project was carried out in cooperation with one upper secondary school and one lower secondary school in Sweden. Voluntary schools were selected based on interest and size. In addition, the school leaders had to participate actively, and the teachers had to be allotted joint weekly planning time. The upper secondary school is in a mid-sized city. There are six planning teams organized based on teaching content: history, mathematics (three on three levels), technology, and physics. Each team consists of two to four participants. The whole management team (two directors and six principals) is participating in the project. The lower secondary school is in a municipality. The teachers are divided into six planning teams in one subject, Swedish, each with two teachers. One principal represents the lower secondary school. In total, the project monitors around 25 teachers, nine school leaders, and 600 students. Implementation: Planning teams (PTs) were set up to meet weekly at a scheduled time. Each PT plans and prepares teaching sequences. Each PT had one contact in the research group with subject-didactical expertise. A specific focus was on to what extent the collegial setting supports teachers' formative strategies. School leaders were actively involved in implementing the project. The school leaders met regularly to discuss the project's implications with experts in school development research.

Data: Audio-recorded PT group meetings, audio-recorded interviews with school leaders, and additional planning documents. Analysis procedure: Audio recordings from the PTs has been analyzed thematically. We have developed a framework for categorizing the data. Categories developed a priori (previous research and theory) were combined with categories a posteriori (deductive and inductive steps in the analytical procedure) (e.g. Österholm et al., 2016). The framework makes it possible to navigate the extensive data and analyze singular themes (e.g. teachers' choice of activity), correlation (choice of activity and formative teaching), or the whole iterative process of how teachers transform content plays out over time and in different subjects. Legitimation Code Theory (LCT) and particularly the dimension of Specialization is used to analyze teachers’ transformational competence as they take strategic decisions on students' learning (Maton, 2014). The NVivo coding enables us to search the extensive data to make comparative analyses overtime on what themes different PTs decide to focus. The coded PT meetings are also influential in searching for and unpacking the collegial setting and the complexity of strategic decisions. 

Conclusion

As already mentioned, we have comprehensive data. Our analytical results are preliminary and most of the material has not yet been analyzed. The initial findings can briefly be summarised: Collegial PaP as practice: After a negotiating period, a collegial PaP practice was developed. The teams started targeting specific areas that they wanted to explore. After a while, teachers began to implement research-based models to develop their teaching. PaP as transformation: Teachers do have formative ambitions but struggle to find effective and functional methods. A comparative perspective: Planning teams approach the PaP process differently, which seems to be related to subject-specific causes. For example, the planning team in History spent 36% on specifying objectives and knowledge whereas the planning team in Mathematics spent 5% on that theme. In a closer analysis of the teachers’ interactions, different beliefs about knowledge and knowers appeared where a hierarchical knowledge structure and a horizontal knower structure were identified in Mathematics and a horizontal knowledge structure and a hierarchical knower structure were identified in History (Jakobsson et al., 2022). PaP Implementation: It seems to take a rather limited amount of time for teachers to take PaP ownership. The local management culture seems to be of importance but in a complex way. The results show how methods that support dialogue, intersubjectivity, and unforced consensus enable the progress of an equivalent collaboration (Forssten Seiser, & Portfelt, 2022). In addition, the results reveal how a lack of shared agreements regarding the purpose of collaboration constraints, or even prevents, co-ownership. Hence, PaP is a complex and strategic decision; schools need to consider how to organize this activity adequately. We suggest that this calls for a balance between teachers' time for individual planning and marking and time with colleagues as a supportive setting for joint planning and strategic decisions. 

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