In-service Science Teacher Professional Development by Niclas Åhman, Gunilla Gunnarsson, Inger Edfors

Subjects: “…Teacher professional development…”
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Students’ annotated drawings as a mediating artefact in science teachers’ professional development by Birgitte Lund Nielsen

“…This paper presents a case study of a teacher examining her 4th graders’ conceptual understanding of factors causing day and night, seasons, and the phases of the Moon both pre- and post-teaching, as a part of participating in the continuous professional development (CPD) project QUEST.  The study is framed in reference to the extant research in the two fields of CPD and students’ alternative conceptions in science.  …”
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‘Learning by talking?’ – The role of local line leadership in organisational learning by Anne Grethe Sønsthagen, Øyvind Glosvik

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Betydningen af professionernes værdiskabelse for forskning og udvikling by Tobias Høygaard Lindeberg

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Lærerutdannerens digitale kompetanse by Rune Johan Krumsvik, Kariane Westrheim, Eva Sunde, Ketil Langørgen

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Likvärdighet och kvalitet by Pia Williams, Sonja Sheridan, Elisabeth Mellgren

Subjects: “…Quality, preschool teacher education, preschool, professional development, equivalence…”
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Lærerutdannerens digitale kompetanse by Rune Johan Krumsvik, Kariane Westrheim, Eva Sunde, Ketil Langørgen

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Lærerutdannerens digitale kompetanse by Rune Johan Krumsvik, Kariane Westrheim, Eva Sunde, Ketil Langørgen

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Why is educational change so difficult and how can we make it more effective? by Tony Burner

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Fra sykepleier til avansert klinisk sykepleier (AKS) – seminar med samarbeidslæring om utvikling av identitet i AKS-rollen by Jofrid Høybakk, Anette Hestdal Loso, Marte-Marie Wallander Karlsen

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Reconceptualizing Time to Understand How to Lead Digitalization in Education by Emelie Johansson

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Kompetanseutvikling i et profesjonelt læringsfellesskap: En studie av læreres samtaler om undervisning for dybdelæring by Majken Korsager, Berit Reitan, Maria Gaare Dahl

“… A way to facilitate schools in adapting to a changing society, is through teachers’ professional development in learning communities. This study followed a group of primary school teachers in a professional learning community at their own school, as they discussed principles of teaching for deep learning while working with a resource for professional development in science education. …”
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Kompetanseutvikling i et profesjonelt læringsfellesskap: En studie av læreres samtaler om undervisning for dybdelæring by Majken Korsager, Berit Reitan, Maria Gaare Dahl

“… A way to facilitate schools in adapting to a changing society, is through teachers’ professional development in learning communities. This study followed a group of primary school teachers in a professional learning community at their own school, as they discussed principles of teaching for deep learning while working with a resource for professional development in science education. …”
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Lærerkognition som centralt udgangspunkt for lærernes praksisnære professionsudvikling – en ny efteruddannelsesmodel by Petra Daryai-Hansen, Birgit Henriksen

“…Lastly, the article describes the types of teacher cognition data collected in the project and the connection between continuing professional development and teacher cognition is elaborated. …”
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Kohærens og professionel identitet by Thomas Iskov, Kåre Heggen, Johanne Grøndahl Glavind, Vibeke Røn Noer

“…Based on the concept of coherence, the article discusses how professional education programs can enhance students' professional development by working with educational coherence. …”
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”Jeg har flere gange oplevet, at man oftest selv har svaret, det skal bare lige graves frem” by Lisbeth Lunde Frederiksen, Elisabeth Halse

“…The intention has been for the participants to learn from practice, about practice, in practice in an interaction with theory thereby be able to gain courage in the teaching job and gain competencies to facilitate their own and colleagues’ continual professional development. The study shows that participation in learning circles (LC) has the opportunity to support continual professional development, e.g. by giving the participants skills in facilitating the reflection of others, by reflecting more in-depth themselves and by giving the participants experiences that theory can be used to understand and continuously develop practice. …”
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De pædagogiske læreplaners reformering: Dokumentation, faglighed og måder at gøre pædagog by Maja Plum

“…One of the arguments was that documentation would enhance the ‘professional’ development of nursery teachers and make their daily work visible and recognized. …”
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De pædagogiske læreplaners reformering: Dokumentation, faglighed og måder at gøre pædagog by Maja Plum

“…One of the arguments was that documentation would enhance the ‘professional’ development of nursery teachers and make their daily work visible and recognized. …”
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Kvalitativa skillnader i lärares samtal om bedömning och elevers kunnande i naturvetenskap <br> Qualitative differences in teachers’ discussions about assessment and students’ scie... by Marlene Sjöberg, Åke Ingerman, Eva Nyberg

“…We discuss how the identified qualitative differences have implications for teachers’ possibilities of professional development, e.g. regarding subject didactical knowledge.…”
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En förändrad yrkesidentitet: Förskollärares berättelser fyra och tolv år efter examen by Inger Eline Hensvold

“…The purpose was also to identify important factors concerning their professional development and identity. The empirical data are the narratives of three Swedish preschool-teachers, four and twelve years after their teacher graduation. …”
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