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Welcome to TEAMS!

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We are delighted to launch the TEAMS project despite the extraordinary circumstances we currently live in. Launching an international project during a global pandemic has highlighted to us the challenges of engaging with diverse...

Embodied knowledge and a resource perspective: Welfare professionals and newly arrived children

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Featured image of Lund's blog 'Embodied knowledge and a resource perspective'
Sweden has changed from being considered, although erroneously, as a fairly homogenous country to becoming one of the nations in the world with the highest number of individuals of immigrant origin per capita.

Why study collaboration networks in schools?

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Studying networks means much more than going through Instagram accounts, or looking at how ambitious teachers try to get ahead of their peers.

Seeing Otherwise: An inclusive pedagogical approach for migrant students

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The UN Sustainable Development Goal (SDG) 4 underlines the importance of inclusive and equitable quality education and lifelong learning for all learners by 2030.

Filmmaking workshops: an arts-based proposal for exploring migrant students’ worlds

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In the last decades, several proposals of arts-based research have arisen. This approach refers to the use of the artistic process to conduct research, collect data and enable a knowledge exchange. It can be...

Multi-professional Networking in Schools and out

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Professionals, including educators working at schools, have to constantly update their knowledge and develop their skills and competencies so as to cope with various kinds of earlier known or unforeseen challenges and problems. It...

Teachers as policy agents in multilingual classrooms

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With the increased globalisations and dynamic flow of migration, multilingual, multicultural, and multimodal classrooms seem to be a dominant matter rather than the exception in most contemporary societies. However, national policies concerning language education...

Why does the sense of belonging matter in school?

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Diversification has increased in Finland for the last three decades. The proportion of people who have a foreign background is still smaller than many other European countries, but changes can be seen in Finnish...

The Nordic Civil Sphere

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The civil sphere is a distinctively democratic field in modern societies, one that sustains universalizing cultural aspirations and organizational structures and that has tense and uncertain boundaries with other spheres of social life, like...

Making sense of teacher agency for change with social and epistemic network analysis

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Reference to teachers as agents of change has become commonplace in the education literature, including change toward more inclusive practice in response to the changing demographic of schooling. Yet, little is known about how...

Teachers’ Reflection on their Agency for Change (TRAC): a tool for teacher development and professional inquiry

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Claims about teachers’ potential to influence change tend to overlook that educational outcomes arise from complex, situated practices of many actors including teachers. This article introduces a tool for Teachers’ Reflection on their Agency...

Developing teachers as agents of inclusion and social justice

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Policies around the world increasingly call for teachers to become ‘agents of change’, often linked to social justice agendas. However, there is little clarity about the kind of competencies such agency involves or how...

Inclusive pedagogy: From learning to action. Supporting each individual in the context of ‘everybody’

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This paper draws from a novel study of graduates from a one year Professional Graduate Diploma in Education (PGDE) course at the University of Aberdeen in Scotland. The study explored how beginning teachers in...

Exploring inclusive pedagogy

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This paper reports on a study designed to examine teachers' craft knowledge of their practice of ‘inclusion’ in terms of what they do, why and how. The research approach offers an important alternative to...

Achievement and Inclusion in Schools

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Thoroughly updated to reflect the challenges of diversity in today’s schools, this new edition of Achievement and Inclusion in Schools shows how high levels of inclusion can be entirely compatible with high levels of...

The Framework for Participation: A research tool for exploring the relationship between achievement and inclusion in schools

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This article examines the Framework for Participation: a research tool established to support a recently completed study. The research was undertaken to explore the relationship between achievement and inclusion because headteachers and teachers in...

Professional agency and its features in supporting teachers’ professional learning

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Research has shown that professional agency is pivotal for understanding teachers’ professional learning in different contexts. However, we lack an elaborated understanding of teachers’ professional agency in the context of in-service teacher education aimed...

Finnish teachers as policy agents in a changing society

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As policy agents, teachers are involved in representing and reproducing language education policies in their talk, practices and classroom interaction. Contemporary Finland and its education system are experiencing times of change from the increased...

What is agency? Conceptualizing professional agency at work

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The concept of agency has become widely used in learning research, especially in studies addressing professional and workplace learning, but also in policy discussion on how to promote individually meaningful careers and life-courses amid...

Invite to contribute to special issue of Education Sciences journal titled, “Migrant Integration in Schools: Policies and Practices”

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TEAMS members will host a special issue of the journal Education Sciences titled, "Migrant Integration in Schools: Policies and Practices". We would like to invite you to make a contribution to this issue. If...

Newsletter March 2021, Issue 1

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View Issue 1 of TEAMS Newsletter from March 2021 here. You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.

Newsletter April 2021, Issue 2

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View Issue 2 of TEAMS Newsletter from April 2021 here. You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.

Newsletter May 2021, Issue 3

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View Issue 3 of TEAMS Newsletter from May 2021 here. You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.

Newsletter June 2021, Issue 4

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View the TEAMS newsletter: June 2021, Issue 4 You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.

Newsletter July 2021, Issue 5

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View the TEAMS newsletter: July 2021, Issue 5 You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.

Newsletter August 2021, Issue 6

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View the TEAMS newsletter: August 2021, Issue 6 You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.

Newsletter September 2021, Issue 7

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View the TEAMS newsletter: September 2021, Issue 7 You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.

Newsletter October 2021, Issue 8

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View the TEAMS newsletter: October 2021, Issue 8 You can subscribe to receive the e-newsletter in your inbox via the subscribe link at the bottom of newsletter.