Team 3 Justice through Educational Practices? Analysing Innovative Cultures of Teaching and Learning in Nordic Contexts

The tasks of this team are to investigate qualities of classroom teaching across the Nordic countries drawing on video documentation from Nordic classrooms, and to create a virtual lab for the Nordic and international study of teaching and learning — an online environment that supports collaborative analysis of classroom videos and related materials.

(1)A primary ambition will be to analyze how instructional practices, discourse features and issues of student autonomy in lower secondary classrooms support students’ learning across the Nordic countries. Despite similar national curricula in combination with a non-streamed, non-tracked comprehensive system, there are Nordic differences in terms of achievement scores (e.g. PISA and TIMSS); teacher training systems; the role of homework; the degree of individualized teaching, and students influence on school learning. To systematically explore and test out how features recognized as critical for students learning impact students’ learning and promote equity and justice in lower secondary mathematics and language arts classrooms in four Nordic countries is the primary task of the team. For this, we will draw on previous research and data (existing video data from lower secondary classrooms in Finland, Norway and Sweden), and collect new data (see next two points).

(2) A second feature will be to collect a set of video cases from the Nordic countries, focused on innovative teaching in Mathematics and the national language from lower secondary classrooms, and make them available (through an on-line virtual video lab) for collaborative research and teachers’ professional development.

(3) A third ambition will be to systematically analyze and compare these innovative teaching practices, to identify high quality teaching that supports equity and justice in education.

(4) A fourth ambition will be to test and evaluate how different measures and methodological designs (observation protocols; discourse analyses; ethnographic analyses) provide robust lenses for measuring quality, and equity, in classroom learning.

Team members

Kirsti Klette, Professor (team leader)
Department of Teacher Education and School Research, University of Oslo
kirsti.klette(a)ils.uio.no
Learning and education, pedagogy, classroom research, video analysis, learning outcomes

Fritjof Sahlström, Adjunct Professor (Co-team leader)
Faculty of Educational Sciences, University of Helsinki
fritjof.sahlstrom(a)helsinki.fi

Ole Kristian Bergem, Researcher
Department of Teacher Education and School Research, University of Oslo
o.k.bergem(a)ils.uio.no

Marte Blikstad-Balas, Asscociated Professor
Department of Teacher Education and School Research,  University of Oslo
marte.blikstad-balas(a)ils.uio.no

Hilda Borko, Professor
Center to Support Excellence in Teaching Stanford, University of Stanford
hildab(a)stanford.edu

David Clarke, Professor
International Centre for Classroom Research, University of Melbourne
d.clarke(a)unimelb.edu.au

Joke Ingrid Dewilde, Postdoctoral Researcher
Department of Teacher Education and School Research, University of Oslo
j.i.dewilde(a)ils.uio.no
Multilingual young people as writers in and outside of school

Jonas Emanuelsson, Senior lecturer in Mathematics Education
Dept of pedagogical, curricular and professional studies, University of Gothenburg
jonas.emanuelsson(a)gu.se
learning, teaching, classroom interaction, international comparative research

Pamela Grossman, Professor
Center to Support Excellence in Teaching, Stanford University
pamg(a)stanford.edu

Ida Hummelstedt-Djedou, PhD student
Faculty of Educational Sciences, University of Helsinki
ida.hummelstedt-djedou@helsinki.fi

Åke Ingerman, Professor in Science and Technology Education
Dept of pedagogical, curricular and professional studies, University of Gothenburg
ake.ingerman(a)gu.se

Ilkka Laasonen, PhD student
Department of Teacher Education and School Research, University of Oslo
ilkka.laasonen(a)ils.uio.no
Longitudinal Insights Into Practices in Teacher Education Programs

Ylva Odenbring, Associate Professor
ylva.odenbring(a)gu.se
Department of Education, Communication and Learning, University of Gothenburg
Gender, class, ethnicity, welfare, pre-primary education, primary- and secondary education, CA, ethnography

Kathrin Otrel-Cass, Associate Professor
Department of Learning and Philosophy, Aalborg University
cass(a)learning.aau.dk

Leila Pehkonen, University lecturer
Faculty of Educational Sciences, University of Helsinki
leila.pehkonen(a)helsinki.fi

Astrid Roe, Researcher
Department of Teacher Education and School Research, University of Oslo
astrid.roe(a)ils.uio.no

Anna Slotte, Associate Professor, University Lecturer
Faculty of Educational Sciences, University of Helsinki
anna.slotte-luttge(a)helsinki.fi
School ethnography, multilingualism, video research, learning in interaction, mother tongue education

Liisa Tainio, Professor
Department of Teacher Education, University of Helsinki
liisa.tainio(a)helsinki.fi
Interaction in educational settings, mother tongue education, gender

Paola Valero, Professor
Department of Planning and Development, Aalborg University
paola(a)plan.aau.dk

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