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 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. 

References

Boeskens, L., & Nusche, D. (2021). "Not enough hours in the day: Policies that shape teachers' use of time". OECD Education Working Papers, No. 245, OECD Publishing.

Carlson, J., & Daehler, K. R. (2019). The refined consensus model of pedagogical content knowledge in science education. In: Hume A., Cooper R., Borowski A. (Eds.), Repositioning pedagogical content knowledge in teachers' knowledge for teaching science (pp. 77-92). Springer.

Chetty, R., Friedman, J. N., & Rockoff, J. E. (2014). Measuring the impacts of teachers I: Evaluating bias in teacher value-added estimates. American Economic Review, 104(9), 2593-2632.

Forssten Seiser, A., & Portfelt, I. (2022). Critical aspects to consider when establishing collaboration between school leaders and researchers: two cases from Sweden. Educational action research, 1-16.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement: Routledge.

Hirsh, Å., & Lindberg, V. (2015). Formativ bedömning på 2000-talet–en översikt av svensk och internationell forskning. Vetenskapsrådet

Jakobsson, M., Randahl, A. C., & Nordgren, K. (2022). Planification et préparation collégiale des cours en Suède. Revue internationale d’éducation de Sèvres, (90), 127-137.

Kennedy, M. (2016), "How does professional development improve teaching?", Review of Educational Research, Vol. 86/4, pp. 945-980

Lefstein, A., Vedder-Weiss, D., & Segal, A. (2020). Relocating research on teacher learning: Toward pedagogically productive talk. Educational researcher, 49, 0013189X2092299.

Maton, K. (2014). Building powerful knowledge: The significance of semantic waves. In: B. Barrett & E. Rata (Eds.), Knowledge and the future of the curriculum (pp 181-197). Palgrave studies in excellence and equity in global education. Palgrave Macmillan

Merritt, E. G. (2016). Time for teacher learning, planning critical for school reform. Phi delta kappan, 98(4), 31-36.

Nordgren, K., Bergh, D., Duek, S., Liljekvist, Y., & Jakobsson, M. (2022). Rektorers uppfattningar om undervisningens villkor och en skola på vetenskaplig grund: En uppföljande enkätstudie till undersökningen Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan. Karlstads universitet.

Nordgren, K., Kristiansson, M., Liljekvist, Y., & Bergh, D. (2019). Lärares planering och efterarbete av lektioner: Infrastrukturer för kollegialt samarbete och forskningssamverkan. KUP

Nordgren, K. (2019). Boundaries of historical consciousness: a Western cultural achievement or an anthropological universal? Journal of Curriculum Studies, 51(6), 779-797. Y

uan, R., & Zhang, J. (2016). Promoting teacher collaboration through joint lesson planning: Challenges and coping strategies. The Asia-Pacific Education Researcher, 25(5), 817–

Österholm, M., Bergqvist, T., Liljekvist, Y., & van Bommel, J. (2016). Utvärdering av Matematiklyftets resultat: slutrapport.Umeå Universitet. 

Med utgångspunkt i didaktik och bildningsteoretiska perspektiv är syftet med denna avhandling att undersöka och analysera ämnesövergripande undervisning om epoktypiska samhällsfrågor i grundskolan för att utveckla kunskap om undervisningens didaktiska möjligheter och utmaningar.

Avhandlingen är en sammanläggning och består av tre ingående texter: en licentiatuppsats om samhällskunskapsämnet i ämnesintegrerad undervisning som genomfördes 2012–2014 samt två artiklar från forskningsprojektet ”Att utveckla undervisning i samhällsfrågor: om didaktiska val i SO-ämnena i grundskolans mellanår 4-6” som genomfördes 2017–2022. I de empiriska undersökningarna användes olika metoder såsom observationer och ljudinspelning av undervisning, intervjuer med lärare, enkät, fokusgruppsintervjuer med elever samt forsknings- och utvecklingscirkel tillsammans med lärare. 

Vid analysen används didaktiska och bildningsteoretiska perspektiv för att analysera empirin. Resultaten presenteras i form av så kallade curriculumprinciper som kan fungera som utgångspunkter för lärares didaktiska analys, val och handlingar, när det kommer till undervisning om epoktypiska samhällsfrågor. Genom en analys av de didaktiska relationerna visas betydelsen av att lärarens didaktiska val görs utifrån ett relevant och kraftfullt innehåll som också blir meningsfullt för elevers samtid och framtid. 

Fyra curriculumprinciper föreslås som utgångspunkter för lärare när de planerar och genomför undervisning om epoktypiska samhällsfrågor. De två första principerna handlar om hur ett flerdimensionellt bildningsbegrepp, där kognitiva, etiska och estetiska dimensioner samverkar, kan utgöra en målsättning för undervisningen. Innehållet kan struktureras i ämnessamspel med skolämnenas olika bidrag till förståelsen av dessa komplexa samhällsfrågor. Den tredje och fjärde principen har utgångspunkt i dels elevers begreppsliga utveckling genom autentiska exempel och inferenser dels i hur lärares didaktiska val av exempel blir betydelsefulla för hur innehållet förstås av eleverna. 

Att undervisa i historia på mellanstadiet är både roligt och utmanande. Ämnet kan göras medryckande med hjälp av färgstarka händelser och personer. Eleverna kan leva sig in i levnadsvillkor under andra tider och betrakta sina egna liv som en del av historiens gång. Föreställningarna om dåtid, nutid och framtid samspelar med varandra, och det är lärarens uppdrag att hjälpa eleverna att utveckla sin förmåga att relatera de olika tidsskikten till varandra. Detta är viktigt men inte alltid enkelt, och historieundervisningen ställer höga krav på både lärare och elever. 

Historiedidaktik i praktiken – För lärare 4–6 är en introduktion till undervisning i historia i grundskolans årskurs 4–6 och tydligt grundad i historiedidaktisk teoribildning. Resonemangen i boken är praktiknära och knyter an till kursplanen i historia för grundskolan. 

This chapter aims to discuss history curricula as educational projects in the Anthropocene epoch. Human activity significantly influences the Earth's climate and ecosystem. A lively discussion has debated how this insight should affect school and teaching, often focusing on sustainable development and interdisciplinary projects. In this article, I discuss the conditions of a history curriculum in the Anthropocene era. As a school subject, history is formed around a specialized body of procedural and conceptual knowledge. Possibly, history teaching could contribute a historical gaze on the Anthropocene—as a predicament that is complex but possible to understand. However, such an educational ambition would challenge the subject's traditional epistemology. A historical outlook from the Anthropocene points toward new temporal divisions and new ways of understanding historical significance. From a curricular perspective, the question of how to story the Anthropocene is related to teaching strategies and historical master narratives.

Elever i dagens skola lever i en tid präglad av kulturell mångfald och rörelser av människor, vilket ställer samhället inför utmaningar. Denna avhandling menar att historia som skolämne har något värdefullt att tillföra för att rusta elever att förstå och orientera sig i en mångkulturell värld. Samtidigt finns inneboende spänningar i historieämnets möte med det mångkulturella samhället som blockerar denna potential. Tidigare berättelser om vad det innebär att leva i samhället tycks inte längre spegla den verklighet vi lever i. I avhandlingen undersöks vad interkulturalitet i historia kan vara som idé och praktik genom fyra studier. Studierna följer på varandra i en hermeneutisk process där teoriutveckling samspelar med praktiknära fallstudier från historieundervisningens klassrum.

Avhandlingen argumenterar för att interkulturalitet i historieundervisning bäst förstås som en perspektivförskjutning, ett erövrande av en specifik blick där interkulturalitet och historia ger varandra färg och olika tidsliga och rumsliga lager möts och kan öppna det förflutna för interkulturella kopplingar. Hur detta kan möjliggöras, liksom vilka svårigheter som kan uppstå, diskuteras i bokens kapitel. Slutligen föreslås för läraren en praktisk didaktisk modell för interkulturell historieundervisning.

Migration är en av vår tids stora samhällsfrågor och ett aktuellt kunskapsområde i skolans samhällsorienterande (SO) ämnen i Sverige och i övriga länder i Norden. Tidigare forskning visar att det kan vara svårt att undervisa om migration eftersom innehållet berör elevers liv och sammansatta aspekter av kunskaper och värden i flera skolämnen. Detta skapar frågor om undervisningens möjligheter att bidra till elevers förståelse om sig själva och sin omvärld. Utifrån en analys av ämnesövergripande undervisning om migration för 10–12-åriga elever i Sverige, diskuteras migrationsbiografiers potential som didaktisk strategi i SO-undervisningen på mellanstadiet. Undervisningen utgår från en konkretisering av migration i migrationsbiografier, vilka utformats som berättelser om personer som migrerat. Undervisningen har testats i tre klasser och de observerade lektionerna har ljudinspelats och analyserats med avstamp i Wolfgang Klafkis bildningsperspektiv och ramats in av modellen för didaktisk rekonstruktion.

Resultaten visar hur migrationsbiografier kan vara relevanta ur såväl innehållsperspektiv som ur mellanstadieelevers perspektiv. Biografierna möjliggjorde elevers begreppsliga utveckling genom berättelser och övningar vilka vidgade och fördjupade deras förståelse för migration. Tidigare forskning har visat hur elevers begreppsliga förändring sker gradvis i SO-ämnena och denna studies resultat är i linje med det. Studiens särskilda bidrag stärker tidigare forskning genom att empiriskt visa hur elever skapar inferenser som slutsatser dragna utifrån aktiverad förförståelse och det sammanhang som undervisningsinnehållet erbjuder. Dessutom visas hur elevers möte med biografiernas berättelser om migration ger utrymme för både kunskaper, värden och känslor. Detta har relevans för hur elever förstår fenomenet migration och ges möjlighet att inlevelsefullt relatera frågor som rör migration till sitt eget liv.

Den här artikeln tar ett geografididaktiskt perspektiv på geografisk kunskap och hur geografiskt kunnande kan utvecklas i geografiundervisningen i grundskolan. I den geografididaktiska forskningen har det poängterats hur geografiska perspektiv med fokus på världen (relationer i rummet till exempel från lokalt till globalt) och jorden (relationer mellan natur och samhälle) kan kopplas till olika former av att tänka geografiskt. Geografididaktiken försöker också beskriva vilket geografiskt kunnande som elever kan få tillgång till när de utvecklar ett geografiskt tänkande. I det här sammanhanget blir det tydligt att olika kunskapsformer behöver integreras i en undervisning för att utveckla förmågan att tillämpa geografiskt tänkande. Vårt syfte med den här artikeln är tudelat. Vi vill dels lyfta fram centrala delar i den internationella geografididaktiska teoretiska diskussionen men också genom tre konkreta geografididaktiska exempel visa vägar att utveckla det geografiska språket, där lärare och forskare tillsammans utformar en undervisning som fokuserar geografiskt tänkande.

If students are to build knowledge, it is important to connect disciplinary knowledge to students’ everyday knowledge when teaching. In this study, the relationship between disciplinary- and everyday knowledge in subject-teaching is analysed, based on the semantic dimensions used in Legitimation Code Theory. Un-packing disciplinary concepts through concrete examples implies a shift towards a context-dependent everyday knowledge, while re-packing them entails a shift towards disciplinary abstractions and context-independent generalizations. Over time these shifts constitute so-called semantic waves argued to facilitate students´ knowledge building. Earlier research suggest that the form of these semantic waves can differ between school-subjects. Therefore, this article examines semantic waves in two contrasting subjects – Mathematics and Social Science Education, aiming at a better understanding of how and why semantic waves differ. The results reveal that the forms of semantic waves differ between the two subjects. In Mathematics, when teaching different geometrical concepts, the semantic shifts through un-packing and re-packing were frequent and evenly distributed. When teaching about pricing and household in Social Science, un-packing activities dominated, making shifts biased towards everyday knowledge. These differences are discussed in terms of semantic waves constituting a different pulse when making knowledge-building possible in Mathematics and Social Science.

This article examines two conversations in a study-circle on migration. The conversations are part of the first phase of a subject didactic project between social studies teachers at upper elementary school and researchers at a university in Sweden. In the conversations, which are moderated by two researchers, the teachers are expected to build their own knowledge about migration and how teaching about migration can be carried out. Previous research on social studies teaching in the earlier school years has shown that the connection to substantive scientific knowledge is weak. Through deeper theoretical knowledge and an increased didactic repertoire, teachers can in turn give students access to specialised knowledge, i.e. knowledge that helps them deal with society's major issues. The article aims to investigate how the teachers' knowledge building can be made visible and understood, as well as what function the researchers fulfill in the conversations. Both conversations have been analyzed semantically with tools from Legitimation Code Theory. Through the analysis, we follow how scientific substantive knowledge about migration is transformed and linked to teachers' experiences and more general everyday understanding of the phenomenon. The analysis shows that there is a connection between an everyday understanding and a scientific understanding in the part of the conversation where the teachers build their own knowledge about migration, but that it is more difficult to achieve a connection between scientific knowledge and developing the teaching content. Here, a focus on the content, on what should be taught and why, seems to make it easier for teachers to make connections to specialized knowledge, while a focus on how-to questions and who should be taught does not do so to the same extent.

This paper outlines the development of a comparative research framework in subject didactics and applies this in the process of analysing the transformations from academic disciplines across different school subjects. The theoretical framework builds on the concepts of ‘powerful knowledge’ and ‘transformation’ and ‘epistemic quality’ within which transformation processes from the classroom to the societal level are considered as ‘trajectories of powerful knowledge and epistemic quality’. The framework is used to analyse the findings from recent empirical studies across school subjects that have been reported on in publications arising from the Knowledge and Quality across School Subjects and Teacher Education (KOSS) network. 1 The paper then focuses on analysing the transformations from disciplines across school subjects, given that the first boundary in defining powerful knowledge concerns knowledge that is specialized in both how it is produced and transmitted. To analyse this boundary, the findings from the empirical studies are grouped into broad subject categories. These are then compared with the corresponding disciplines by using the widely cited Biglan classification scheme of academic disciplines in higher education. Finally, we consider the implications for curriculum planning and teacher education policy and reflect on the concept of subject-specific educational content knowledge (SSECK). 

This paper examines history education in primary school in light of the specific educational conditions that exist in many countries at this level of the education system. In an often class–teacher-organised primary school, the teachers and the pupils have to navigate contexts in which cross-disciplinary and pupil-centred perspectives tend to shape the educational practice (Hoodless, 2008). The social realism approach challenges history education in primary school; at the same time, the perspective of current primary school educational practices and the subject didactics tradition might inspire a discussion about social realism and its point of departure (Muller, 2022). Based on previous research and governing documents for history education in primary school, a transnational selective tradition is outlined (Stolare, submitted). The Swedish case shows that the history subject’s connection to the discipline history in primary school has varied over time and is both strong and explicit today. This connection is discussed from a didactic perspective. Working with didactic questions could establish a balance between disciplinary significance and lifeworld relevance, preventing the selective tradition from fossilising and ensuring that its character is dynamic and adaptive. 

Hoodless, P. (2008). Teaching history in primary schools. Learning Matters.Muller, J. (2022). Powerful knowledge, disciplinary knowledge, curriculum knowledge: Educational knowledge in question. International Research in Geographical and Environmental Education. https://doi.org/10.1080/10382046.2022.2058349Stolare, M. (Submitted). History Education in Primary School: Knowledge and Traditions. Research Handbook on Curricula and Education, Edward Elgar Publishing. 

This is a mainly conceptual and argumentative article which presents a model for enquiry-based teaching (Swedish acronym FDU - frågedrivenundervisning). The purpose is to suggest and discuss how enquiry-based teaching can contribute to organising qualified subject teaching in history, religious education and social studies. This is dealt with through two sections. The first section presents a structure for enquiry-based teaching through tested teaching designs in the three subjects, and the second section discusses certain qualities of enquiry-based teaching that we argue should be maintained. Based on actual teaching and teachers' experiences of designing enquiry-based teaching, the article positions FDU as a subject didactic teaching model. Hordern's (2022) framework for normative knowledge practices forms the theoretical starting point for discussing FDU as a subject didactic model that can help teachers in designing, planning, implementing and evaluating qualified subject teaching.The article argues that FDU can be regarded as a normative knowledge practice that is characterised by the qualities of being enquiry-based, prospective, consistent, assessment-oriented, and continuous. 

Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to ‘knowledge of the powerful’ for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers’ powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

Drawing together an international author team from Australia, Finland, France, Germany, Norway, Sweden and the UK, this book examines how we might democratize and open up access to 'knowledge of the powerful' for all. This book moves beyond the narrow knowledge vs skills debate of the 20th century to interrogate the epistemic quality of education in schools, and is a valuable resource for reflecting on the design and implementation of teacher education. Based on a range of national studies by the Knowledge and Quality across School Subjects and Teacher Education network (KOSS), funded by the Swedish Research Council (2019-22), the chapters explore teachers' powerful professional knowledge and the implications this has for innovation in teacher education, policy and practice in educational settings.

This article explores the trends and developments in Swedish history education research, especially from the perspective of what empirical materials have formed the basis for research. Systematic searches in the Swepub and ERIC databases and a Swedish printed bibliography have resulted in a large corpus of publications that forms the central empirical materials analysed. Theoretically, the concepts “knowledge actor” and “knowledge institution” are used to achieve analytical precision.

Based on the empirical materials used in research, the article proposes that the history of Swedish history education research be divided into five periods. During the first period (1960–1976) studies were based on printed sources such as textbooks and curriculum materials. In the second period (1977–1997), coinciding with the integration of teacher training into Swedish universities and the establishment of Nordic and international researcher networks in history education, there were studies using methods such as classroom observations and interviews. In the next period (1998–2006) significant interest was shown in the societal function of history which led to studies of the public uses of the past. These studies were often based on various new types of printed materials, such as political and cultural sources. The great expansion of history education research in Sweden (2007–2014) followed a number of political initiatives that provided funds to develop research connected to the educational sector. Swedish historians were successful in securing state funding, which led to the establishment of four graduate schools, resulting in a large number of studies that focussed on history teaching and learning. Many of these studies were based on interviews with history teachers. In the final period (2015–2021), a more mature history education research has manifested itself in both books and peer-reviewed articles in international journals. The peer-reviewed articles report on studies based on a multitude of sources. One major category is the history education theory articles, which are not based on traditional empirical source materials, but rather attempt to discuss theoretical concepts and models.

Taken as a whole, the empirical basis for Swedish history education research has strands of both continuity and change. Continuously, for sixty years Swedish researchers in history education have made use of written and printed source materials. However, around 2010 there was a shift leading to big efforts in investigating the history classroom, largely building on interviews, observations, and to a small extent also on design-based studies. In terms of knowledge actors, the most influential research leaders in the field have been historians. In terms of knowledge institutions, a majority of the researchers have had their base in university institutions.

Haptics in the sense of active touch, as well as internally felt bodily sensations, add an important dimension to learning sessions at historical sites. Drawing on observations of primary school pupils visiting historical sites in Sweden, and interviews with pupils, teachers, and site educators following the visits, this study investigates in which ways haptics affect how young pupils learn history. Three aspects of haptics are identified as important to learning in history education: touch, internally felt bodily sensations, and visual and auditory senses, the latter interacting with haptics. The study argues that visits to historical sites help pupils develop their historical understanding through knowledge by acquaintance. It also emphasises that for historical learning to take place, the experience must be put in relation to a historical frame of reference.

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.

This is a study of the Swedish debate on statues and monuments to the world-famous Swedish natural scientist Carl Linnaeus that took place during the Black Lives Matter movement breakthrough in the summer of 2020. The purpose is to examine how understandings of race, racism, identity,and history were articulated in the debate. The empirical material consists of Twitter posts and newspaper editorials,which we approach through thematic analysis complemented with discourse analysis of illustrative examples and excerpts. Theoretically, we conceptualize the debate as a case of a Swedish racialized memory war. The results show that discourse participants constructed the terms of the debate as a matter of being “for” or “against” Linnaeus’ legacy, and consequently as a matter of being for or against science, reason, progress, and a supposedly non-ideological historiography, rather than as a matter of qualitatively renegotiating how we selectively remember and celebrate historical persons and legacies, and formulate tendentious narratives of the past that serve present agendas. In this memory war, discourse participants mainly representing the white majority population of Sweden mobilized a defense of a “canonized” understanding of Linnaeus’ legacy on the editorial pages of the Swedish newspapers and on Twitter. This defense, we argue, supports an ongoing effort to absolve Swedes of any substantial complicity in European and Western racism and colonialism. In effect, what is defended is a white-washed use and understanding of history – a status quo that largely remains unchallengedin Sweden.

Through a wide range of international and national policies (cf. Redecker 2017; Unesco 2018) , education in Sweden and many other countries today faces strong demands to become digitalized. Hence, teachers are under pressure to implement digital resources in instruction (Player-Koro, Bergviken Rensfeldt and Selwyn 2017) . This has been shown to profoundly reframe the classroom as a learning space. A general change that the digitalization of the school seems to contribute to is a movement from collective forms of work to a greater individualization (Selwyn 2016) . While ‘one-to-one’ approaches that equip each student with digital resources seem to provide many practical benefits for teaching, the school is less able to prepare students to participate in a more critical approach to the digitalized society (Davies 2017) . New technologies are often subordinated to traditional classroom teaching practices and negotiated away when the new...

Traditionally, children in India are given a rather free upbringing until they start school. It is the duty of a parent or guardian to provide education opportunities for children from the age of 6–14. However, many schools do offer care for younger children, in the form of ‘nursery’. In the Indian context, religion is a phenomenon which is expressed in abundance and great variety in society overall, yet is also handled with some caution. The Indian constitution defines the country as firmly secular. This principle has been of utmost importance, to safeguard the co-existence of the plurality of groups found throughout the country. Yet ‘secular’ must be understood in its context, as the Indian understanding is different from the rigid form expressed, for instance, by French laïcité. Crucially, Indian secularism does not entail separation from religion, but equal respect paid to different religions. This open and inclusive form of secularism is not uncontested, and recent developments include increasing influence from hindutva, a form of Hindu nationalism, which is also reflected in education.

In this paper we explore Swedish secondary social science teachers’ curriculum thinking when they engage in constructing lesson plans with the purpose to develop students’ geographical thinking while conducting geographical analyses with subject-specific digital tools (SSDTs). Framed as a case study with a workshop design, a group of secondary social science teachers constructed lesson plans that were implemented with their students. Different data were collected during the case study process, such as a survey, recorded workshops, written lesson plans and reflection documents. The findings were analysed based on a synthetic model of geographical thinking and the Graphical Assessment of TPACK Instrument, GATI, in order to consider teachers’ professional knowledge base. The results indicated that most of the teachers engaged in geographical thinking when planning the lessons, but there is an imbedded difficulty in the transformation of such thinking into lesson plans and student instructions. The knowledge base, displayed as their personal GATI models, differed among the teachers and integrating of SSDTs in the lesson plans turned out to be a threshold. Teachers with less technological knowledge did not manage to construct lesson plans even though their content knowledge was solid. Similarly, teachers with a less developed geographical knowledge base did not manage to integrate geographical thinking in their lesson plans. This implies that the integration between the different aspects of the knowledge base is crucial alongside developing each knowledge.

Most people in the world today live their lives in an urban environment. The urban landscape has therefore become our everyday landscape, and life in the city is perceived as normative for the good life in many contexts. Because of this, there is an increasing need to focus on learning about the urban landscape in schools, not least in the school subject of geography. In summary, the article has the ambition to combine ideas from geography with ideas from spatial and social planning and thus suggest new ways to learn about the urban landscape within the framework of the Swedish curriculum for geography in the compulsory and upper secondary school. In these cases, the article gives direct examples of how different dimensions of the city can be understood in a learning situation, what different ways of learning about these can look like, and what educational/pedagogical tools for learning about them can be used. The article also emphasises the special suitability of the geography subject when it comes to teaching young people about key future issues such as sustainable development, in this case linked to the urban landscape.

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.

This article explores, through group-interviews and in terms of peer-culture, the ways in which pupils negotiate experiences from school-excursions to three heritage sites, Vadstena Castle, a former Royal Castle connected to the royal dynasty of Vasa; Witches’ forest, the place for interrogation by torture and executions of nine women, accused of witchcraft in 1617, and Linköping Cathedral Ages at the visitor programs “Middle Ages in the Cathedral”. The article, which is part of a larger project on learning processes and historical sites, investigates how pupils collectively load the heritage site with values reflected in immersion by affections, and what significance immersion of affections can have on the pupils’ process of stock of knowledge. The following research questions are asked: What kind of affections are evoked? Which situations and circumstances during the visit at the heritage site, mould impressions and immersion in the collective recalling?

By drawing on affection, peer culture and critical heritage studies’ verb “heritaging”, we have studied how the pupils collectively load the heritage sites with values reflected in immersion by affections, and what significance immersion of affections have on the pupils’ process of historical understanding. To understand how the heritage site in terms of a material and physical place loaded with narratives of the past affects the children, the analysis aimed to explore under what circumstances the immersion took place.

The article localize three situations that led to surprise and thereby friction between the expected (the stock of knowledge) and what was experienced at the site (the immediate experience), namely conflicts caused by expectations and experiences at the site, conflict caused by replicas in relation to originals, and finally conflict between lived experiences and insights at the site.

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.

The article will discuss comparative education and comparative religious education in particular. Comparative research on religious education has been a neglected field, it has been claimed. Although progress has been made, this article will suggest that comparative work tend to neglect fundamental questions about key terms that might lead to misunderstandings and confusion—friction, in short. A methodology to handle such cases will be suggested. Friction will reveal opportunities for gaining new insights about particularly the context of origin. The article is based on the authors’ previous research involving cross-cultural comparison of religious education.

Many financial literacy educational efforts mainly focus on teaching money management. However, moneymanagement alone does not address financial prerequisites concerning home ownership, savings or retirementplanning since these issues are governed by agents outside households, namely the financial system andpolicy makers. This study examines students’ response to a financial literacy teaching that treats financialissues as controversial and contextually bounded to the financial and societal systems. Data consists of 36students’ conversations during a financial literacy teaching intervention. Results show that students arecapable of grasping and relating to financial concepts where association to the financial system and policymakingproduce elaborate understanding. Furthermore, students that contest given financial concepts andsystem do not only present constructive alternate solutions for the future, but these students also seemto grasp current financial and societal systems in more advanced ways and thereby demonstrate a possibleconvergence between financial literacy and citizenship education.