Conference Agenda

“Teacher identity” is a popular topic for discussion and reflection in teacher education programs. We ask pre-service teachers to consider pervasive cultural and personal images of teachers (as expert, caregiver, authoritarian, and so on) in order to accept or resist these images as they contribute to the construction of their own teacher identity. Discussed in theory and aspirational language, teacher identity appears to behave in a reasonably orderly fashion; however, once the novice teacher is introduced to the dynamic world of teaching, teacher identity can become an absolute mess to untangle. As an approach to research, posthumanism offers us a chance to see this mess as beautiful in its lively, evolving, and relational condition. This posthumanist project takes to heart that in order to understand concepts such as identity differently, we must also look differently. After Taylor (2018), who describes posthumanist research as “allowing oneself to be lured by curiosity, surprise, and wonder” (p. 377), I conduct a diffractive auto/ethnographic study to find out what happens if I take seriously the value of play in research, wondering what can be gained, in terms of understandings of teacher identities, through cartomancy (i.e., tarot readings) as a potential source of knowledge. This unconventional approach to research allows me to give generous attention to these teachers’ identities by acknowledging their connections to other selves, other humans, non-humans, and more-than-humans. Through this project, I find an expanded sense of self-perception and an increased recognition of a teacher’s multiple, connected, changing, and changeable identities.

Tarot cards, drawn from the deck and arranged on a table into spreads, are indeterminate, endlessly rearrangeable narratives (Tatham, 1986). When cards are shuffled and drawn during a tarot reading, a new story is formed—“And no reading can be final: the spread leads [the reader] to make one story today; tomorrow, [they] may return to it and craft a quite different story, the change a function of circumstances” (Tatham, 1986, p. 582). Tarot readers and querents (i.e., the person getting the reading) layer the archetypal images of the tarot cards upon their own identities and situations, focusing but not limiting the scope of self exploration. Tarot can provide a space that is both/neither inner or outer because of its semiotic significance: the cards are physical, material things outside of ourselves, yet they represent events, feelings and identities within us. As we conduct a reading, we are making and remaking the meaning of what was before, what no longer is, and what will be. Like Ellsworth (2005), I see the transitional spaces of research-creation events such as tarot readings as opportunities for “interactive openness” wherein “change itself can then be seen as something other than opposition” (p. 34). Research-creation events are opportunities to shape change.

In this manner, a deck of tarot cards operates as a narrative device (although not always a linear narrative) to make visible, even tangible, diffractive discourses surrounding a person’s identity and the intermingling of entities that makes our identities shift and grow. It might even fulfill—in an unexpected way—Zembylas’s (2005) call for “An approach that recognizes that discourses and performances are not absolutely determining” and that might “begin to provide teachers with spaces for reconstituting themselves and their relations with others” (p. 40). No tarot text is authoritative. This project hopes to give teachers the opportunity to participate in an intentional (re)design of their identities, more fully aware of the embodied and collaborative process that is always already occurring.

There has been a significant increase in interest around teacher identity within educational research and teacher education due, in part, to recognition of the fundamental role of the teacher in students’ learning and achievement and questions of how teacher identity links to performance and retention (Hong et al., 2016; Hsieh, 2015). Teachers’ professional identity is seen as shaped by their past experiences and as a key motivating and orienting factor in their actions and beliefs about practice (Hong et al., 2016). However, there is a continuing lack of clarity around what we mean by teacher identity (Solari and Ortega, 2022) and a lack of knowledge about the dynamics of identity construction within teacher education (Henry, 2019). Whilst prior research has focused on the connections between personal and professional identities and the context in which these identities are constructed, there has been little research exploring this diverse and dynamic interplay (Hsieh, 2015). This emerging doctoral study proposes a multidisciplinary theoretical framework and diverse conceptual approach to considering the dynamics and interplay of beliefs, identity, discourse, and experiences within teachers’ identity construction. Recognising that the landscapes of teachers’ professional identities are rich sites of negotiation in the complex process of “becoming someone who teaches” (Henry, 2019, p.269), this study seeks to apply a multidisciplinary dialogic lens to considering the challenges and tensions inherent in developing dialogic approaches to teaching practice.

In the context of dialogic education, attitudes and beliefs are seen as highly influential in the development of dialogic approaches yet understanding how personal and professional dialogic experiences relate to teachers’ professional identities, learning, and practice is a significantly under-researched area (Groschner et al., 2020). Prior research has predominantly focused on an interactional and pedagogical consideration of classroom dialogue; however, studies which have moved beyond this suggest that teachers’ dialogic stance, identity, sociocultural and socio-historical expectations of professional identity may offer insight for understanding why monologic patterns overwhelmingly persist within classrooms (Sherry et al., 2019). Recognising that the challenges for teachers of realising the benefits of a dialogic approach may be bound up in questions of identity, this study seeks to understand professional development related to dialogic practice as a sociocultural process (Hofmann, 2020) and how teachers’ own identities may act as enabling or restrictive forces in relation to dialogic classroom interactions (Sherry et al., 2019).

The proposed theoretical and conceptual framework reflects the multidisciplinary discourse that has shaped understandings of dialogue as pedagogy: the psychological principle of the intimate relationship between language and thought and the sociolinguistic focus on the “the kinds of language and language environments which classrooms actually provide” (Alexander, 2008, p.18). It draws on key theoretical influences, such as Bakhtin’s (1981) dialogism and discourse theory, that have been significant in the development of dialogic teaching practices and which centralise a socio-constructivist understanding of knowledge and learning (Alexander, 2008; Grimmett, 2016). This perspective suggests that classroom dialogic interactions are fundamentally linked with pupils’ and teachers’ identities; where dialogue mediates both the construction of self and wider culture of society (Alexander, 2008), and identity is socially co-constructed through classroom discourse which both shapes and is shaped by teachers’ personal and professional conceptions of self (Sherry et al., 2019).

After years of economic destruction caused by the Vietnam War, the Vietnamese government issued the Open Door policy in 1986, making education reform the national top priority. Literature suggests that teachers are central to education reform as their response to the reform shapes its implementation and consequences (Vongalis-Macrow, 2007; Robinson, 2012; Schmidt and Datnow, 2005; Swanepoel, 2008). Meanwhile, in the context of globalisation, Western education ideologies have once again made their way back to the education system (Trinh, 2018). The Vietnamese government has set goals of education reform as ‘Internationalisation’ and ‘Global standards’ (Moet.gov.vn), allowing and encouraging the establishment of foreign-invested schools or so-called international schools. Through these reform policies where globalisation acts as a driving force, education in Vietnam is formed through the Neocolonial process privileging rich families who can afford them. This has shifted the landscape of education in the country with a division between public (public schools) and private sectors (international schools). Nevertheless, little is known about how this division in the education system affects the teaching profession: their working conditions, the expectations various stakeholders have of them, and the nature of their work in these parallel systems. My study begins to address this gap in research by exploring teachers' perceptions of their agency in these parallel public and private education systems.

In order to do so, my thesis focuses on the following research questions:

• How do teachers in public schools and international schools enact their agency at all levels (classroom, school, community, and education system)?

• How do education reform policies as well as teachers’ personal and professional backgrounds and aspirations shape the agency enactment of teachers in public schools and international schools?

• How does the teachers’ agency enactment in both public schools and international schools influence the implementation of Education Reform?

This paper is inspired by the first chapter of my thesis which draws on the postcolonial theory (i.e, David, 2008; Crossley and Tikly, 2004; Rizvi, 2007) to provide the readers with the context of Vietnam education. This paper consists of two main parts: the context of education in Vietnam through a postcolonial lens and the context of public school teachers and international school teachers. By using thematic analysis of relevant studies as well as recent education reform policies, the paper argues that western influences are prevalent in the recent education reforms and as result in the education system. As such, Vietnam's education system has adopted Western education ideologies. Hence, this paper also argues that through the enactment of education reform policies where globalisation acts as a driving force, education in Vietnam is formed through the Neocolonial process privileging the postcolonial elites (defined here as the emerging middle class and upper-middle class). Consequently, literature tells us it has led to a distinction between public schools for the poor and international schools for those who can afford them (e.g, Wright, 2020; Bunnell, 2020; Kennedy and Power, 2010). Such division impacts the education system as a whole as well as everyone involved in it. Therefore, the second part of this paper provides the readers with the context of public school teachers and international school teachers in terms of policies, responsibilities, standards, workload, and payment.

Five new Technological Universities (TU) have been created through a series of mergers within the Institutes of Technology (IoT) in Ireland. The large scale sectoral changes have resulted in substantial organisational pressures on staff, students and stakeholders. One significant change is the shift from the previous IoT academic 16-18 hours per week ‘teaching-only’ model to a ‘teacher-researcher’ one balanced across research, teaching and innovation. TU key performance indicators (KPIs) will measure organisational success through increased faculty levels of: i) engagement with research/research related activities; ii) increased postgraduate studies research and teaching; and, iii) engagement in knowledge transformation and innovation.

These changes to faculty roles at work are manifesting in a significant shift in individuals’ perceptions of their professional role, leading to an evolving professional identity from ‘teacher’ to that of ‘teacher-researcher’ in the new TUs. Hazelkorn and Moynihan (2011) identify this as a ‘research-led teaching’ role that incorporates the three strands of ‘research, teaching and administration’. The previous ‘academic hours allocation’ model of 16-18 teaching hours per week is still in place within the changing working environment, which doesn’t provide any allocation for research. This is problematic as TU success criteria stipulate the need for increased research outputs and metrics (HEA, 2014; OECD, 2022). The diverse nature and roles of individuals working in the TU sector has also added a layer of complexity as not everyone is in the same place, ready or willing for these changes to happen. Consequently, there is a growing need to explore faculty experiences as they grapple with these changes and endeavour to meet their organisation demands of engaging in research as an integral part of their teaching role at work.

This paper shares results from Phase 1 of the overall study on the profile of the potential population of interest. It draws on a bibliometric analysis to map the evolutionary stages of faculty positions in relation to the personal changes required to move from a ‘teaching’ only to the new ‘teaching/researching’ role. Results from Phase 1 identify positions and roles that individuals typically occupy in IoT-TUs and share information on the nature of their work role as it currently is and what it may look like because of the proposed changes of the new TU.

Objectives

• Map the distinct types of teacher-researcher practice and the characteristics of these different types of practitioners.
• Examine the impact of the new TU ‘teacher-researcher’ role on the professional identity of individual’s working in the sector.

Literature

‘Identity self-states’ draws on ‘motivational self-systems’ that incorporate ‘possible’ and ‘ideal’ selves’ theory (Markus and Nurius, 1986) and informs emergent research on evolving educator identities (Beijaard, Meijer and Verloop, 2004; Rodgers and Scott, 2008; Beauchamp and Thomas, 2009; Graham-Cagney, 2020). Personal engagement as conceptualised by Kahn, (1990) is an internal state of being, comprised of three psychological domains of meaningfulness, safety and availability. They determine whether and to what extent an individual brings their ‘preferred self’ to their role as a professional working within a discipline and that of their role as a teacher-researcher within the organisation (Kahn, 1990; Lave and Wenger, 1991; May, Gilson and Harter, 2004; Saks, 2006; Shuck, 2011). The personal, professional and situational contexts of teacher’s lives, experiences, beliefs and practices are integral to one another. Tensions between these often impact to a greater or lesser extent upon teachers’ sense of self or identity (Day et al., 2006). Similarly, the complexity of moving from a singular role of ‘teacher’ to one of ‘teacher-researcher’ in a changed HE sector, requires a consideration of the distinct types of practice and the characteristics of these different practitioners (Rouna & Gilley, 2009).

The idea of the university initially emerged as a form of transmission of knowledge, culture and values. It was later that the purpose of this search for knowledge through research emerged, and it is now impossible to understand the university without this research aspect (Flander et al. 2020). This change came from Humboldt's University idea. He understood the work of a lecturer as a nexus from teaching and research (Paulsson y Macheridis, 2022). Nowadays, higher education has three missions within society. The first one is the education for the labour market insertion through the teaching part, the second one is the research with the aim to build up the life of everyone and the third one is to transfer knowledge to society. It is for this reason why not only do lecturers investigate their own field but also, they have to be able to transmit this knowledge to the society and to their students (Hordósy y Mclean, 2022).

In order to define this union, different perceptions of university faculty staff are found: 1) those who are skeptical of this relationship; 2) those who claim that there is no such union; 3) those who perceive it as a symbiotic relationship, in which research is used as a teaching tool (Tesouro et al., 2014). This is why it is often questioned whether good researchers make good teachers and vice versa (Paulsson and Macheridis, 2022).

Even though nowadays many universities in Europe follow Humboldt’s idea, there are preferences related to the focus of activity towards teaching or towards research (Paulsson y Macheridis, 2022). These preferences tend to be a function of how organizations evaluate academic work. Part of the problem with this duality might be that teaching is often seen as a secondary task in the academic profession (Lankveld et al., 2017).

On the other hand, some researchers have analysed the non-relation between these two dimensions, arguing that it is not worth their while to try to transfer what people research to what they teach (Ulla y Tarrayo, 2021). For this reason, some authors have spoken about the barriers in the academic career that prevent the realization of this union. These barriers might be identified as three factors: the first relates to time, dedication and commitment; the second relates to personality characteristics; and the third focuses on the incentives to pursue a career in academia (Pinchado et al., 2019).

Despite the large number of studies that we find in this regard, there is no clear idea of the benefits that this union can bring to higher education. This is why the aim of this research is to address the concept of a university teaching career by focusing on the link between research and teaching.

Over the recent decades, the UK has become a global hub for international scholars worldwide. Statistically speaking, in 2021, more than 70,000 international academic staff were employed at UK higher education institutions (HEIs), accounting for nearly one-third of the academic workforce. While the UK benefits substantially from its international academic workforce, the homelands of these international scholars pay the price for losing such talented minds to the UK. However, there are ways to ameliorate the effects of brain drain and even benefit from such academic diasporas. The literature suggests that academic diasporas can play a role as knowledge brokers (Larner, 2015), support home country development (Tejeda et al., 2013), or even offer political leverage for their homelands (Rabinowitz & Abramson, 2022). However, little attention has been paid to how academic diasporas reinforce the internationalization of higher education in the host country while supporting fellow nationals from the respective homeland. This paper explores the multiple roles academic diasporas can play by taking the example of UK-based Turkish academics and how these roles reinforce the internationalization of higher education.

This is an exploratory study, and in line with this, I employed a qualitative research design underpinned by a social constructivist philosophy. Further, I employed a transnationalism perspective to understand how UK-based Turkish academics develop a belonging to both countries. From this perspective, individuals act as carriers of their own identity without being uprooted from their home country so that they can belong to several places simultaneously whilst building up and maintaining transnational links.

In our rapidly changing world, technology has become an inescapable part of people’s lives. Unprecedented availability of cost-effective technology offers opportunities to innovate teaching practices to match widespread demand for young people to understand and use emerging technologies (Education Services Australia, 2019).

Augmented reality (AR) is an emerging technology that affords students access to tools and environments not available previously. Game-based learning (GBL) is the use of games to facilitate learning. Augmented reality game-based learning (ARGBL) experiences result from AR being implemented in learning environments in combination with GBL.

Despite the importance of AR as an emerging technology, and the opportunities that ARGBL offers for innovative practice in education, there has been limited research conducted into the emerging area of ARGBL. The research that has been conducted into ARGBL indicates that ARGBL offers opportunities to enrich learning experiences through increasing enjoyment, collaboration, knowledge and engagement (Pellas et al., 2019). Yu et al. (2022) conducted a systemic review of ARGBL research and highlighted the need for future studies to investigate the opportunity for learning in areas such as 21st-century skill development using ARGBL. The majority of research that has been conducted into ARGBL focuses on the students and their experiences but neglects the perspective and experience of the teacher.

The COVID-19 pandemic has forced more rapid change upon the educational landscape than what might have occurred otherwise (OECD, 2020). There is demand for reimagining the way in which educational materials are delivered to students. The immersive and portable nature of ARGBL makes it an increasingly important area in education to be researched (Sepasgozar, 2020).

This study, through an online survey and semi-structured interviews with teachers, aims to investigate how ARGBL is currently being used in classrooms and for what purpose, and to identify what affordances and challenges exist when integrating ARGBL into classrooms to support learning. Emerging findings are providing insight into the current usage of ARGBL in classrooms. The results of this research aim to inform how curriculum design that incorporates ARGBL can enrich and optimise the learning experiences of students, whilst providing insight into the risks, limitations and considerations that need to be taken into account.

Research questions and sub-questions

The purpose of these research questions and sub-questions is to establish the nature of the current usage of ARGBL in classrooms and to investigate the affordances and challenges that exist for teachers when implementing ARGBL.

1. How is ARGBL being used in classrooms and for what purpose?

a. How do teachers conceptualise ARGBL?

b. Which learning areas and topics are utilising ARGBL?

c. In which demographics are the teachers that are using ARGBL?

2. What affordances and challenges exist for teachers when implementing ARGBL?

a. Why do teacher choose to use/not use ARGBL?

b. How is ARGBL planned for and implemented within and across classes?

c. What is essential for the integration of ARGBL into classrooms?

Theoretical framework

The Technological Pedagogical Content Knowledge (TPACK) framework attempts to model the complex nature of the knowledge required by teachers, specifically regarding the integration of technology into teaching (Mishra, 2019). The four key knowledge areas are: (1) Pedagogical knowledge, (2) Content knowledge, (3) Technological knowledge and (4) Contextual knowledge.

This research considers whether the knowledge required by a teacher, when incorporating ARGBL into their teaching, can be categorised into the main knowledge areas that the TPACK framework identifies and, if so, whether this provides a model for assisting with the development of knowledge that teachers require in order to integrate ARGBL effectively into their curriculum planning and implementation.

During the past two decades, computational thinking (CT) has gained renewed international interest with many countries taking policy initiatives to integrate it in their general education curricula (Bocconi et al., 2022). CT is broadly conceptualised as a problem-solving approach which draws on the concepts fundamental to computer science (Wing, 2006). In order to ensure successful integration of CT, teachers with necessary CT competence are a vital factor. However, there is empirical evidence pointing out that teachers struggle to understand what CT is and how to integrate it into teaching (Kravik et al., 2022; Nordby et al., 2022). Thus, teacher education becomes a crucial point for producing a sustainable pipeline of teachers equipped with the required CT skills (Yadav et al., 2017). Research suggests that preservice teachers should not only gain CT content knowledge but also pedagogical content knowledge to successfully teach CT (Ottenbreit-Leftwich et al., 2022). In line with this argument scholars suggest that CT needs to be integrated not only into educational psychology courses but also into methods courses for preservice teachers to gain both content knowledge and pedagogical content knowledge (Yadav et al., 2017). CT integration into subject /methods courses at preservice teacher education is an underexplored area where there is a need for more knowledge and would thus be the focus of this study.

Previous research in CT integration into teacher education comprises research reporting interventions aiming to integrate CT in both education technology courses (Yadav et al., 2017), educational technology methods courses (e.g. Umutlu, 2021), and science methods courses (Jaipal-Jamani & Angeli, 2017; Adler & Kim, 2018) and mathematics methods courses (Gadanidis et al., 2017). Programming, particularly block-based programming appears to be the most popular vehicle for developing CT skills among preservice teachers (Umutlu, 2021). Instructional strategies employing robotics (Jaipal-Jamani & Angeli, 2017) and modelling (Adler & Kim, 2018) are also utilized to promote CT skills in preservice teachers. Although there exist some studies that report the efficacy of interventions on CT integration into subject courses, there is a lack of studies demonstrating how CT is actually implemented in subject courses in teacher education. Our study aims to investigate how CT is implemented in mathematics and science courses at preservice education by drawing on data from interviews conducted with teacher educators. The findings will be important particularly to teacher educators and researchers in and beyond the European context.

The context of the study is Norway where a new primary and secondary school curriculum has been implemented, through which CT is integrated into several existing subjects including mathematics and science primarily through the integration of programming into these subjects (Ministry of Education and Research, 2019). Since CT is integrated into existing subjects in the school curriculum, teacher education should also prepare prospective teachers to teach accordingly. Our focus of the study is mathematics and science. By integrating CT into mathematics and science, content learning can be facilitated simultaneously providing meaningful contexts to apply CT (Weintrop et al., 2016). The following research question will guide our research:

How is computational thinking integrated into existing mathematics and science preservice teacher education courses?

Theoretical framework:

There are multiple definitions and frameworks for CT (Wing, 2006; Weintrop et al., 2016; Brennan & Rensnick, 2012) and there is no consensus on a basic definition. Since this study focuses on mathematics and science, we chose the CT in mathematics and science taxonomy developed by Weintrop et al. (2016). In this taxonomy, there are four major categories – data practices, modelling and simulation practices, computational problem-solving practices, systems thinking practices – each of which is composed of five to seven practices.

As developments in the digital gaming industry increased (Takahashi, 2015), the use of digital games in education has also increased. Studies on digital gaming in language learning have explored both game-enhanced learning (commercial, off-the-shelf games) and game-based learning (digital games created for the teaching and learning of languages) to support language learning in different areas (Sykes, 2018). Commercial off-the-shelf (COTS) games are “designed purely for fun and entertainment rather than for learning” (Whitton, 2010, p. 199). Foreign language learners play digital games in the target foreign language out of class. Sykes and Reinhardt (2013) highlight the contributions of digital gaming in L2 learning as five features such as learner directed goal, interaction with the game, individualized feedback, relevant context, and motivation. Moreover, research has shown that digital games can be beneficial in terms of autonomy (Chick, 2014), intercultural learning (Thorne, 2008), providing authentic texts (Reinhardt, 2013), rich learning environment (Reinders, 2012), listening and reading language skills (Chen & Yang, 2013), and having fun while learning a language (Ballou, 2009; Chin-Sheng & Chiou, 2007). Additionally, exposure to the target language provides language skills such as grammar and vocabulary in a real context (Purushotma, 2005).

L2 identity can be considered as the learners’ relationship with the culture of the target language, and the engagement with the culture and the natives of the culture. Thus, the close connection with the target language and the culture are associated with the L2 identity which is dynamic and multifaceted, language both constructs it and is constructed by it (Norton, 2006). Dörnyei and Ushioda (2009) proposed that L2 Motivational Self System which is an L2 motivational self-system takes the ideal L2 self, the ought-to L2 self, and the L2 learning experiences in foreign language learning and teaching. The concept ideal self is the representation of characteristics that one would most like to have like one’s personal wishes. The ought-to self, a complimentary self-guide, is the representation of characteristics that one feels one ought to have like one’s sense of responsibilities and obligations. So, the rationale behind the hypothesis is that the learners will be more motivated to learn the target language if they get the idea that their ideal self and ought-to self to be L2 proficient in order to reduce the gap between current and future selves.

The relationship between identity formation and COTS games has received increasing attention (Barab et al., 2012; DeVane, 2014; Godwin-Jones, 2019; Jeon, 2014; Punyalert, 2017; Shaffer, 2006; Musaoğlu Aydın & Akkuş Çakır, 2022). Online experiences such as gameplay including language socialization produce complex and context-based language practices (Thorne, 2008). COTS games can afford opportunities to develop L2 identities for foreign language learners, as they provide language learners with opportunities to interact with others and to immerse themselves in a real-life context, the target language, and the culture (Godwin- Jones, 2019; Jeon, 2014; Musaoğlu Aydın & Akkuş Çakır, 2022).

While game-enhanced language learning is becoming popular in foreign language teaching, more research is still needed on investigating the role of COTS gaming in L2 identity formation to understand the learning potential of L2 gaming better. It is essential to explore the ways COTS games could be used to promote L2 identity. Thus, this study aims to investigate the role of game-enhanced language learning in the development of L2 identity. More specifically the research question is;

-How do gamer language learners’ construct their L2 identities during COTS gameplay?

Identity negotiation is an often-overlooked process that adult immigrants actively experience through language learning, because for adult immigrants, learning is not only a means to an end (passing a language test, obtaining citizenship, joining the work force, or gaining study rights) but a process in which our identity is redefined by newly learned linguistic and cultural norms and by interactions with proficient speakers and other learners.

Identity is to be understood as a flexible set of beliefs, thoughts, feelings, and behaviours of an individual which have been learned and are adjusted through social interaction and which influences the individual’s future actions. This understanding of identity is based on the work of Bonny Norton, who has extensively researched and discussed identity in relation to adult immigrants learning English in the US and Canadian context. Norton views language learning and identity from a poststructuralist perspective, drawing especially from Christine Weedon’s ‘subjectivity’, and from a sociological perspective, using the work of Pierre Bourdieu to highlight the power relations present in language use, learning and interactions.

Weedon uses the term ‘subjectivity’ to refer to a persons’ sense of ‘self’ including thoughts, feelings, and understandings of our relationship to the world. Language, for Weedon is where our ‘self’ is constructed, given meaning, and even challenged. Norton points out that, subjectivity also reminds us that identity and language is to be understood in relation to others and considering the power dynamic in these relationships.

Power relations in social interactions can be further understood by using the interrelated concepts of ‘habitus’, ‘capital’, and ‘field’ by Bourdieu. Habitus can be understood as a person’s history internalized into ideas, rules, language, and physical traits; Bourdieu also coined the term ‘language habitus’ as dispositions which show competences and strategies used in linguistic interactions adapted to different situations. The accumulation of this ‘history’ becomes valued ‘capital’ depending on the ‘field’ of interaction and the power relations in them. Though heavily centred in economics, the interplay between habitus, capital, and field becomes relevant in identity research with adult immigrants because it brings forth the sometimes-opposing forces present in their every interaction. Adult immigrants’ internalized history, may or may not be considered valuable in their new country; their language competences and strategies, may or may not be considered acceptable or worth responses. It is because and through these opposing forces that identities are negotiated.

Adding to Norton’s work, this research focuses on Finland and Finnish language. Unlike English, Finnish is a language that is often considered very difficult and slow to learn; it is used by a relatively small population worldwide and mostly restricted to residents; learning through other media like has only become available until recent years, and availability is still very limited. Most adult immigrants in Finland learn Finnish in intensive integration courses. The main objective is to help them integrate into work or study, but it is important to emphasize that learning a language, as stated before, affects the person as a whole, not only their status.

This is why this research aims to answer: how do adult immigrants in Finland negotiate their identities through language learning?

Even though the focus is on Finland and Finnish language, this research may be of use to other countries across the globe that may have a challenging to learn language, limited availability of language users, similar language integration courses, or overall interest in the process of identity negotiation. The research can be replicated in other contexts and results may offer a starting point for discussions about the suitability of language education for adult immigrants’ complex lives.

In Germany, roughly 27.2% of the population (22.3 million people) has a migrant background (Statistisches Bundesamt, 2022). Integration takes place in very different ways and depends not least on the political, economic, social, cultural, and religious dimensions of the immigrants. However, even with courses and many other support initiatives, the problem remains that many immigrants do not have adequate language skills (Becker & Lauterbach, 2008). Many of those who, at least, attend courses must retake the B1 exam and only 50-60% of them pass the B1 level, which they need to obtain a permanent residence permit (BAMF-Bericht zur Integrationskursgeschäftsstatistik, 2020).

Immigrants´ language efficiency in the host country has a positive effect on labor market integration and earnings (Dustmann & van Soest, 2001) and to be able to learn the language of the host country would be essential for immigrants to achieve full integration, whereby the immigrant becomes equal with the country's residents in terms of rights, duties, and opportunities (Sezer, 2010). However, as immigrant workers and refugees often do not have good education and some of them even struggle with literacy skills in their native language, Saunders (2015) asks the question whether the preconditions are given for these immigrant adult learners to participate autonomously in shaping their learning process. These new challenges call for new learning support methods. Saunders (2015) notes that one of the current challenges in foreign language teaching is to focus on learners' needs and to promote learner autonomy.

The level of a person´s autonomous learning ability may be indicated by the use of language learning strategies, which are behaviors or actions of learners to enhance their own learning (Oxford, 1990). Language learning strategies support the improvement of language proficiency (Oxford, 1990) because they support self-directed and active involvement, which is essential for improving communicative competence. Although they play a very important role in language learning processes, research that would have looked at immigrant and refugee self-regulated learning strategy use has been scarce so far, as most studies deal with the groups of school children or students.

Therefore, the current study investigates the self-directed strategy use (Oxford, 2016) of adult immigrants based in Germany and learning German as a foreign language in Integration Courses (BAMF integration courses). BAMF is the Federal Office and a competence center for migration and integration in Germany and is responsible for carrying out asylum procedures and protecting refugees but is also the driving force behind the nationwide promotion of integration. BAMF integration courses are specifically designed for adult migrants and guide participants in 6 modules (100 hours each) from the state of no language knowledge at all to the level B1 (Council of Europe, 2001).

The purpose of the research is to investigate in a smaller group of immigrant language learners (N=18) the external and internal factors influencing their learning and their autonomous language-learning ability. We use mixed method approach with narrative interviews, self-reflection questionnaires and a self-regulated strategy use questionnaire.

The research questions are:

1. What are participants’ perceptions about their own learning?
2. What technics, tools and learning strategies do the participants use outside of the classroom for self-directed learning?
3. What are their motivations, attitudes towards learning German, and what are their needs and obstacles in learning German?

On January 1, 2020, INSEE counted 73.6 million young people aged 18 to 29 in Europe. This usual categorization of youth within the 15-29 age group does not meet with consensus in the literature. Indeed, defining what is meant by the term "youth" is not easy (Dubet, 1996). Since 2008, the economic crisis has had a real impact on young people, worsening their conditions of access to employment and particularly for the least qualified among them (Batard et al., 2012; Galland, 2012; Di Paola et al., 2018). Thus, despite a slight decrease, youth unemployment remains a concern. Yet, taking an interest in youth unemployment, and more broadly in their standard of living appears to be a real societal issue (Blaya, 2012; Schoeneberger, 2012). Indeed, not being employed would have both psychological and social consequences on the individual (Demers, 1983). Also, their situation would be correlated to the risks of delinquency (Fougère et al., 2005). As a result, many public policies have targeted youth. Thus, the interest in educational, professional and social integration is part of the development of the Missions locales with the Bertrand Schwartz report in 1981. Since then, we have observed a juxtaposition of measures in favor of this category of the population (Labadie, 2020). Our paper proposes to focus on the Garantie jeunes(GJ). The GJ corresponds to the declination of the European strategy deployed in the face of youth unemployment and was largely inspired by the Nordic countries (Wargon & Gurgand 2013). Indeed, youth guarantees were first created in the 1980s and 1990s in Scandinavian countries: first in Sweden (1984), then in Norway (1993), Denmark (1993) and Finland (1996) (Can, 2015). Introduced in 2012 in France as part of the National Conference against Poverty and for Inclusion, the main objective of this scheme is to support beneficiaries towards autonomy for one year (Wargon & Gurgand, 2013). The proposed follow-up is initially collective, then based on professional immersions in a "work first" logic (Farvaque et al., 2016). The Garantie jeunes targets vulnerable NEET youth, i.e., young people who are neither in school, nor in employment, nor in training, and who do not receive any support from their parents. However, the NEET category includes a variety of youth profiles. On this subject, Eurofound (2012) identifies five sub-categories: "young people registered as job seekers", "young people unavailable on the labour market", "the disengaged", "opportunity seekers" and "voluntary NEET". Our research problem is set in this context. More specifically, three major studies have been conducted on the Garantie jeunes and have considered the changes induced within the Missions locales, the target reached, and the effect generated on its beneficiaries (Farvaque et al., 2016; Loison-Leruste et al., 2016; Gaini et al., 2018). We propose to differentiate ourselves by considering the professional and social insertion of youth as well as their social skills. Thus, we first ask what is the profile of the young people who enter the GJ scheme? What are their past educational and professional experiences? What are their motivations? The answers to these questions will show that the profile of these young people is based on a diversity of situations. Based on this observation, we will look at their pathways after their support in the program. We will then see that three profiles can be identified.

Current topic focuses on at-risk youth and the role of vocational education institutions –the social ecology of risk factors for vocational students. Combating social exclusion and supporting risk groups (early school leavers, low-skilled workers, immigrants, unemployed) has been a high priority in European Union (EU) policy for the last decade. There are not many studies focusing on the Estonian context about the role of vocational education and workplace training (VET) on the social inclusion of at-risk youth. (OECD 2016) The students in VET institutions tend to be increasingly diverse in terms of educational and professional background, motivations and competence levels. Vocational education tends to be a second-choice solution for graduates of the general education institutions with lower educational outcomes and often tends to be an attractive choice for young people from less economically secure families. (Loogma et al, 2019). Therefore, vocational teachers ́ professional roles have diversified and teachers perceive the social work as forming an increasingly big part of their workload (Ümarik & Rekkor, 2013; Sirk et al., 2019). According to an interview study conducted among vocational teachers (Sirk et al., 2019) Even among the graduates of vocational schools the low level of generic skill, including social skills has been outlined as a problem by employers. (Nestor & Nurmela, 2013) and also as a most important risk factor for becoming NEET youth.Different projects targeted to risk youth, NEETs or young people with potential risk of dropping out from school have been carried out with the support of European Social Fund or government funding, but these initiatives have often been related to youth work providers, open youth centers or general education schools. But the problem is that VET institutions are rarely involved in these projects. Therefore, too many young people leave education or vocational education too soon (Cedefop, 2017). Youth at risk who dropout from school and early leavers are at greater risk of long-term unemployment, poverty and crime, and cost the European economy. (Reiska, 2018) Social ecology is treated not as the established and consistent theory, but rather as a methodological approach to analyze complex phenomena (e.g Weaver-Hightower, 2008, Evans et al, 2011, Evans, 2020). In the case of social ecological analysis, two main analytical directions can be distinguished. Bronfenbrenner’s ecological system theory (1979). Another option of applications of the socio-ecological approach is more related to macro-level analysis, the analysis of organizations and different social groups (Evans et al, 2011, p. 356) Both approaches share the idea of dynamic and multi-level interdependencies that enable ecology to function and sustain itself.

The aim of the research is to find out the social and individual factors that increase and/or decrease the risk factors of at-risk youth in initial vocational education and their interactions in the context of an individual learning path.Based on this, the risk factors of young people at risk of dropping out of vocational education are discussed from a socio-ecological approach, paying attention to the limitations and opportunities experienced in their individual learning paths and the role of vocational education in preventing risk factors.

RQ1. How do young people at risk of dropping out themselves describe their individual learning path and understand how different social and institutional environments and communities have supported or hindered them? RQ2. What are the experiences and perceptions of institutional and personal risk factors in vocational education and possible support measures and their effectiveness in vocational education? RQ3. What practices and methods are implemented in vocational education institutions and the community that increase the social inclusion of young people at risk of dropping out and reduce the risk of dropping out of vocational education?

Despite increased enrollment, dropout rates remain a problem in the education system in Nepal. 36 out of 100 students who enrolled in grade one had dropped out by the time they reached grade ten (Ministry of Finance, 2021). According to another study published by the Government of Nepal, UNESCO, and the United Nations Children's Fund in 2016, dropout rates sharply increase after grade five and are highest in grade eight, with only 74.6% of students progressing from grade 5 to grade 8.

CEHRD (2021) reports that there are 3,780 children between the ages of 5 and 12 in Rautahat district of Nepal who do not attend school. In Rautahat, it is common for students to not attend school or drop out easily, partly because they can easily find work in India, which borders the district (Islamic Relief Worldwide, 2020).

Rautahat has the lowest literacy rate among all 75 districts in Nepal, and it is estimated that about one third of children in the district do not go to school. Despite the accessibility of schools nearby, many children in the district do not attend school (Thakur, 2013). Rautahat district has the lowest school performance rating in Nepal and this is often attributed to the high poverty rate in the district (Bhattarai, 2019).

During the 2018/19 academic year, over 100 children from Chetnagar Village in Chandrapur, Rautahat enrolled at the local Sindhure Ghari Secondary School. However, after only six months, none of these children are attending school. Instead, they can be seen playing in the village on school days (Puri, 2019).

There are several efforts made by the government, such as; free education for all up to the age of 16, free distribution of books and stationeries, scholarship provisions, mid-day meals, offer different training sessions to teachers and headteachers, and also sometimes support building of classrooms in required places. Moreover, the government has also worked with different stakeholders to improve the WASH facilities of the schools, make schools more accessible, and create a conducive learning environment for students. Furthermore, the government also initiates different campaigns to encourage students to go to school. It conducts enrollment campaigns every year at the beginning of the session (Ministry of Education, Nepal, 2020).

Despite all these efforts, the existing data on the numbers of out of school children and dropout suggests that, there is still room of more efforts and improvements to be made. Hence, this study aims to uncover some reasons as to why are students dropping out of schools and not attending schools despite schools being proximal in Rautahat district of Nepal.

The ecological systems theory will be used as a theoretical foundation for the research, which aims to understand the multiple factors influencing school attendance in children and their interrelationships between those factors. It identifies five environmental systems that an individual interacts with: the microsystem, mesosystem, exosystem, macrosystem, and chronosystem. The microsystem refers to the immediate institutions and groups that impact an individual's development, including their family, school, and community. The mesosystem consists of connections between microsystems, such as the relationship between the family and the school. The exosystem involves links between social settings that do not directly involve the child, such as a parent's work environment or earning. The macrosystem refers to the overarching culture that influences the child, and the chronosystem includes elements that can change over time, such as historical events and transitions (Bronfenbrenner, 1979). The research tries to comprehend the many aspects that affect children's school attendance by taking into account all of these systems.

Scientific literacy is one prerequisite for social participation in science education and can be fostered through adaptive learning environments with students conducting scientific experiments independently. To be effective, experimental environments need to be designed in a way to abolish physical, cognitive, linguistic, social, or other barriers to ensure access and participation for all students. The demand for accessibility is oriented towards adequate experimental instructions. We refer to the science for all framework (Stinken-Rösner et al., 2020) and a recently developed instrument to measure accessibility of experimental instructions on three dimensions (action, visibility, language) (Graichen et al., in preparation). Additionally, it is crucial for science learning environments not to foster stereotypes (Brotman & Moore, 2008; Hoffmann, 2002). Against the background that girls and boys have different self-concepts in the natural sciences and thus develop different interests (Brotman & Moore, 2008; OECD, 2016). Gender differences play an important role in the way how girls and boys perceive learning environments. Generally, in science girls have a lower self-concept of ability (Hoffmann, 2002).

Hence, we developed a digital learning environment about magnetism for grades 5 to 6 including accessibility and stereotype-free aspects. Largely, it was designed in comic style, hence by learning through storytelling(Kromka & Goodboy, 2019; Laçin-Şimşek, 2019). Moreover, comics can foster motivation and enhance learning processes (Jee & Anggoro, 2012). The text-picture combination accommodates for the students’ visual thinking abilities, especially for example for pupils with autism spectrum disorders (Schirmer, 2019). Moreover, a suitable text-image combination reduces the cognitive load and further load-reducing aspects can be included, like segmentation, signaling, individualizing, or accommodating pupils’ spatial imagination (Mayer, 2010). To enhance scientific literacy, the developed environment is well-structured, includes videos and two hands-on experiments.

Aim of the present study was to gain insights of the newly developed adaptive learning environment in medium-track secondary schools in Germany. Our research interest was to inquire how students perceive the accessibility and motivating quality of the learning environment with its comic-based storytelling and hands-on experiments. Moreover, we wanted to find out if there were gender-related differences regarding accessibility, interest and competency with comics, cognitive load, and knowledge.

Introduction and background

Young people spend a large part of their time in digital environments, for example searching for information using search engines. Search engines have also been used in to facilitate fact-finding in school teaching but learning to use search engines to increase one's understanding has received less attention (Haider & Sundin, 2019). Easy access to information online can also affect our ability to remember information and Kang (2022) has shown that many people are more likely to remember how to access information online (e.g., remembering keywords used in a search engine) than detailed content they retrieved through online searches. Different types of online search activities present different challenges to the searcher: simple searches, so-called lookup searches, can be successful without high levels of subject expertise, but more extensive searches may require more formalized approaches employing subject-specific concepts (Marchionini, 2006). Unfortunately, many policy documents and teaching practices have been slow to adapt to the rapidly changing internet landscape (McGrew, 2020).

In Sweden, just under half of all school students do not know how to use keywords for online searches or the information provided under links displayed in search results (OECD, 2021). These findings are worrying since we know that certain online search practices can lead to selective exposure where users only encounter information that aligns with their beliefs (Flaxman. 2016, Sunstein, 2009), leading to filter bubbles (Pariser, 2011) or echo chambers (Gescheke, 2019). Research has also shown that many secondary school students have insufficient knowledge about algorithms, filter bubbles and echo chambers and their effects on search results (Otrel-Cass & Fasching, 2021).

Didactic research has further shown that subject knowledge plays an important role in online information retrieval (Nygren, 2019). For example, to be able to assimilate scientific subject content, one needs to be able to read, write and talk about the content (Lemke, 1998). To demonstrate an understanding of a scientific concept, one also needs to be able to describe the concept in one’s own words, find a metaphor for it, or translate it into a mental or physical model (Kampourakis, 2018, Konicek-Moran, 2015). In the Swedish school context, educational policy documents for the natural sciences do not mandate teachers to work with online search strategies (The Swedish National Agency for Education2011), but researchers have argued that school teaching should develop students’ abilities to search (Haider & Sundin, 2022), communicate and produce information online, as well as students' critical awareness of, for example, how algorithms work, selective exposure, filter bubbles, and the ways in which conspiration theories spread online (Haider & Sundin, 2016, Otrel-Cass & Fasching, 2021, Sundin, Lewandowski & Haider, 2022).

Acknowledging the importance of teaching online search strategies in all school subjects, this study focused specifically on natural science education, where digital competencies in general have received less attention than in the social sciences. The aim of the study was to explore what upper secondary school students' search strategies looked like, how students and teachers reasoned about students’ search strategies, and how search strategies could be linked to scientific subject knowledge.

The following research questions were addressed:

1. What do secondary school students' search strategies look like when they search for scientific information online?

2. How do the students reason about subject-specific search strategies?

3. How do pedagogues reason about students’ search strategies?

Science learning is the right of every child and young person. This right is particularly emphasised today, with school education in almost all European countries being inclusive. Students who participate in science education may have different Special Education Needs (SEN; cf. Villanueva, Taylor, Therrien & Hand 2012).

In science education, students may find it difficult to understand the relationship between theoretical and conceptual knowledge or between practical knowledge and the processes of producing knowledge. The students may also experience difficulties in writing, written and spoken language used in science. The mathematical and numerical presentations are characteristic in science, and they can cause problems for some students. Academic performance is also influenced, for example, by the limitations of working memory, socio-emotional challenges, or mental symptoms (Authors 2021). We must remember that there are Highly Able Students (HAS, cf. Ireland, Bowles, Brindle & Nikakis 2020) in science classrooms who need teachers’ attention, too. It is also important to identify the need for supporting students who come from different social, cultural, or ethnic backgrounds. Challenges can then relate, for example, to differences in world views, a new study language or cultural backgrounds (Authors 2021).

The learning of pupils in need of support in science has been studied relatively little and the changes required by an inclusive school have not been adequately considered in the teaching of science in teacher education. This has become increasingly necessary in Europe and worldwide as teaching of SEN students in inclusive science classroom settings has become more preliminary in many educational contexts (cf. Kang & Martin 2018).

Science education has been considered to be beneficial for improving functioning in specific disability areas (Taylor & Villenueva 2017). For instance, inquiry-based science education is considered suiting very well for the diversity of learners: “Science taps into a different way of thinking and exploring — an excellent way for students who may struggle with other academic subjects to experience success” (Melber 2004).

One solution to adjust the various needs of diverse science learners is differentiated instruction. This kind of instruction means changes in content, product, and process: taking into account “how students respond to information presented, and the choice of particular methods, strategies, or approaches to teach content/skills” (Tobin & Tippet 2014). Intentional differentiated instruction for SEN or diverse students has mostly seemed to take place in reading, writing and mathematics classrooms and is seldom applied, for instance, to science (cf. Pablico, Diack & Lawson 2017).

The need for differentiated science instruction has led us to include the topic in science teacher education. We have implemented a course of 3 ECTS on inclusive practices in science education in which one task for student teacher teams of 3-4 participants was to differentiate one textbook and one inquiry-based assignment to SEN students in two different ways. At an earlier phase of the course, the student teachers familiarised themselves with the following special needs: dyslexia, spatial learning disabilities, attention deficit hyperactivity disorder, and problems with executive functions. Our research question in this study is: What kinds of assignments did the science student teachers design for SEN students?

From the beginning of the 1990s, there have been arguments for using ICT for learning in Sweden. The primary arguments have been that ICT drives globalization and that it is an issue for the whole country. ICT as a part of a global economy should be made use of with efficiency, and ICT should enhance quality. Students should learn to use ICT, and ICT was to become an integrated tool in all school subjects (Swedish Government Official Reports, 1994).

Today, in the changing world where democracy is under continuing change and development, digitalization is one of the stronger driving forces for change and it creates both opportunities and challenges on individual and societal levels. Research findings indicate that despite substantial efforts by educational authorities to increase ICT access for pupils and teacher’s digital equity has not been reached (Haltevik et.al, 2015; Hatlevik et al., 2018). The term “digital divide” is often used to describe inequalities in access to and use of ICT. In Sweden, children have access to digital tools in their leisure time regardless of their socioeconomic backgrounds. However, a distinguishing aspect is how the digital features are used (Swedish Media Council, 2019). In other words, there is a diversity of content in children’s digital experiences in relation to social economic and cultural backgrounds (Swedish Media Council, 2019).

During recent decades, several attempts have been made to elaborate on the digital competencies needed for teachers and pupils in school education (From, 2017; Hatlevik et al., 2018, Olofsson et.al., 2020). Previous research studies indicate the complexity ofdigital competence when applied in educational contexts. However, a didactical question is what it might take to develop digitalcompetence in educational settings and what such competence might look like in today’s digitalized societies? Most researchfocuses on the specific competence needed by teachers and therefore tends to neglect the influence of broader contextual conditions in the wider school settings (Pettersson, 2018).

With regard to the ongoing discussion of digital competencies in the twenty-first century (From, 2017; Olofsson et.al., 2020), the aim of this paper is to examine digitalization policies, focusing digitalization and education, from the perspective of the Central and Northern European tradition of Didaktik (Hopmann, 2007; Klafki & MacPherson, 2000). We argue that in the era of ICT and competence frameworks, Didaktik and the German notion of Bildung provides ways of thinking about educational questions, which could contribute strongly to pedagogical perspectives in Sweden as well as in other countries.

The educational landscape has been dramatically altered by the digital turn, with digital technologies permeating classroom practices to the extent that the distinction between "digital” and “non-digital” teaching appears to have been rendered virtually obsolete (Fawns, 2019). While expanding methodological possibilities, this rapid acceleration also raises novel questions and demands for teachers and students alike. For instance, identifying students’ needs in an uncertain and digital future challenges teachers’ understanding of their role and responsibility, especially concerning the continuously evolving field of digital literacy education (DLE).

Furthermore, as teachers attempt to integrate DLE into their established belief system, they may be confronted with points of misalignment, experienced as dilemmatic spaces (Fransson & Grannäs, 2013). Ultimately, teachers seek to navigate these dilemmatic spaces by integrating DLE in a way that satisfies different expectations: from society, students and even themselves. In the process, they must make choices regarding curriculum and classroom practice that may confirm, contradict or recalibrate their understanding of responsibility towards DLE.

Didactical choices surrounding DLE cannot only be understood at an individual or classroom level. The demands set forth by educational policies, such as the European Commission’s “Digital Education Action Plan” (EC, 2023) impact teacher and student experiences, also in Switzerland. Obviously influenced by educational policies on the European level (e.g. Eurydice, 2019), the new Swiss framework curriculum for upper-secondary schools requires teachers to adapt to this new culture of digital learning and instruction (EDK, 2020). Teachers of all subjects will be expected to integrate a set of transversal learning objectives, from teaching with digital tools to teaching in and about a digital world.

This contribution draws on belief research in education (Fives & Buehl, 2016), as teachers’ beliefs on DLE in a subject-specific context are assumed to be of paramount importance for their instructional reasoning and practices. The precise relationship between teachers’ beliefs and their practices cannot be viewed as simply linear, however; there are certain “inconsistencies” between beliefs and action (Raymond, 1997). This complex relationship between beliefs and instructional practices has been explained by the influence of school context, the complexity of work in the classroom, and sometimes contradictions between beliefs on the subject matter characteristics and the pedagogical settings (Depaepe et al., 2013; Yaakobi & Sharan, 1985). We also refer to Lenk’s (2017) philosophical ethics framework of responsibility as a multi-dimensional construct, which is both relational and attributional. This allows for a deeper understanding of possibly conflicting perceptions of teachers’ responsibilities concerning DLE. The question arises as to how subject-teachers’ belief systems, perceived responsibilities and their instructional rationale are related to their practices in the classroom. Inspired by the multi-component approach to responsibility, this refers both to the object (DLE) and to the addressees of responsibility (Lauermann & Karabenick, 2011). Hence, the key questions are: 1) What do EFL-teachers believe to be their responsibilities towards subject-integrated DLE? 2) Towards whom do they feel responsible? 3) How are their views reflected in their instruction? 4) To what extent does the instructional offer meet students’ learning needs?

To answer these questions, this contribution starts with an overview of the investigated teachers’ belief systems concerning DLE and their related responsibilities. Additionally, exemplary case studies of teachers demonstrating diverse or even contradicting didactical practices will be presented. These cases are developed further through the presentation of student perspectives collected from post-lesson feedback surveys. As an outlook, our contribution will shortly discuss the results against the background of a supposedly post-digital educational landscape.

Critical literacy is about taking a critical and analytical approach towards texts, rather than passively consuming their content as if it was neutral. It refers to an understanding of text not exclusively as means of communication but as ways to construct reality (Janks, 2010; Luke, 2014). Thus, texts cannot be regarded as neutral representations of reality, but must be read as conscious expressions with underlying attitudes, motives, and ideologies. In recent years, critical literacy has gained a central position in educational research in the Nordic countries (Frønes et al., 2022; Veum et al., 2022). The research includes studies of students' competence in critical literacy (e.g. Blikstad-Balas & Foldvik, 2017; Undrum, 2022) and prerequisites for the development of critical literacy in the classroom (e.g. Magnusson, 2022; Nemeth, 2021; Veum & Skovholt, 2020). The interest in critical literacy is often connected to the rapid development in digital communication and major changes in text culture. Internet and social media have created new arenas for textual interaction and new text types with blurred boundaries between informative and commercial content and between facts and private opinions. Such a text culture requires text users who can orient themselves in large amounts of text and treat texts critically and analytically (Blikstad-Balas, 2023; Frønes et al., 2022; Veum & Skovholt, 2020). The topic of critical literacy is highly relevant for all European countries – as increased digitalization both in and out of schools is exposing students to an unprecedented amount of text – from a variety of authors with a variety of purposes, motives and rhetorical strategies.

As a theoretical field, critical literacy has deep roots in critical theory and critical pedagogy, and a strong focus on the democratic potential of education (Janks, 2010; Vasquez et al., 2019). It indicates that learning to read and write are understood as essential for individual's active participation in society, and preconditional for social equality and liberation. Critical literacy thus has a strong political dimension. However, several studies show that the understanding of critical literacy in the educational context is unclear and often reduced to students exercising source criticism or measuring students' ability to determine whether sources are reliable or not (Johansson & Limberg, 2017; Molin et al., 2018; Wennås & Lund, 2017). In this abstract I present a study of how a group of future L1- teachers understand critical approaches towards text, how they understand the necessities of such approaches and how they facilitate for critical approaches towards text in the classroom during their internships in school. Based on findings in the material, I discuss how to prepare future L1- teachers for future requirements for text competences in school.

A key responsibility of governments across countries, and a major element of government spending, is the state provision of high-quality education (Blikstad-Balas, Tengberg, & Klette, 2022). Education is argued to increase equity, to eradicate poverty, to drive sustainable development, and enable peace and democracy – and it is a key factor shaping global economic and social development (OECD, 2010, 2016; UNESCO, 2017). The question of how education is provided has become a political and politicized topic that generates debate and contestation (Menter, 2017; Wyse et al., 2017). Though everyone agrees that questions of educational quality and progress are of critical interest there is no shortage of opinions about how teachers should fulfil their important mandate as educators.

The core ambition of the Nordic research center Quality in Nordic Teaching (QUINT, cf. www.uv.uio.no/quint) is to explore what quality in teaching is, and how we could investigate it both generically and in subjects. As such, QUINT contributes to a broader international attempt to conceptualize and capture different aspects of teaching quality (Charalambos & Praetorius, 2020). In the first volume QUINT published, basic principles and pitfalls of researching quality in teaching are elaborated on (Blikstad-Balas, Klette, & Tengberg, 2022). The point of departure is the claim that research in quality teaching should distinguish between generic as well as subject-specific and even domain-specific notions of quality. For example, comparing quality teaching in mathematics and L1 (also known as Language arts) of course differ substantially; similarly, within the L1 subject different domains’ quality criteria, such as teaching literature as compared to teaching language, vary; and even within the same domain, such as literature teaching, variety is found. A second claim is that a multidimensional model for capturing teaching quality that distinguishes between prescribed, experienced and documented dimensions of quality teaching could help us nuance our understanding of quality in teaching (Elf, 2021; Hansen, Elf, Gissel, & Steffensen, 2019).

This symposium presents three studies focusing on quality teaching within a particular subject, L1. As such, we explore quality teaching from a subject-specific/Fachdidaktik perspective (ref. Klette & Vollmer). The three projects apply different research designs that illuminate the multidimensionality of subject-specific quality studies. In the first presentation, Blikstad-Balas presents the research design and findings from the LISA Nordic project emphasizing characteristics of reading practices across Nordic countries. Their findings suggest that practices of reading vary, to some extent, across Nordic countries, and that this has implications for our understanding of ‘quality reading’. In the second presentation, Tina Høegh, Marie Slot & Michael P. Jensen present findings from the Connected Classroom Nordic project focusing the digitalized classroom, materials and devices handled in the classroom and the dialogues supporting the student work, topic and goals. In the third presentation, Hansen and Elf report theory development and findings from a Nordic comparative small-scale intervention project on inquiry-oriented literature teaching, including studies of how a prescribing model of literature teaching is being translated and transformed, due to local national curricula and historically and culturally embedded quality criteria, in Swedish, Norwegian and Danish contexts.

For discussion we ask whether it is possible to contest narrow discourses on quality teaching often dominating public debates as well as public management. We suggest that L1 research should aim at exploring, documenting and even honoring varieties in quality teaching taking back the notion of quality based on sound empirical research. More broadly, subject-specific/Fachdidaktik research should discuss what the underlying values and norms embedded in research on quality in teaching are, and to what extent this research could be generalized and inform practice and even the policy-oriented domain of quality teaching communicated through programmatic curricula.

Drawing on classroom data (observation data and observation instruments, student perspective surveys and copies of students’ work) from Language Arts classrooms (grade 7/8) in respectively Norway, Sweden, Denmark, Finland and Iceland we explore what characterizes the L1 subject across these countries, in particular how the different countries embed reading in their instruction. and to what degree digital reading is emphasized. What are students reading across the Nordic countries – and for what purposes? To what degree are the different countries fostering students reading of narrative and non-fictional texts? Using Nordic classroom data for such an endeavor is especially interesting since the Nordic countries share many structural similarities (e.g. a comprehensive, non-tracked, non- streamed model of schooling; the tradition of national curricula; and an emphasis on inclusive and heterogeneous classrooms, and high ambitions for digitalization). On the other hand, there are interesting cultural differences in instructional practices across the Nordic countries such as the amount of whole class teaching and classroom discussions (Klette et al., 2017), the role of technology (Olofsson et al., 2011) and scores on international achievement tests (Nordic Council of Ministers 2018, OECD, 2018). In the presentation, we will focus on what and how teachers are using texts in their classroom instruction. We will analyse, quantitatively and qualitatively, what specific texts students are reading across the Nordic countries, and how this work is being done in the classroom We will also look into how different countries embed digital reading and critical judgment of texts to a limited degree. A key aspect for us is to explore whether there is a ”Nordic way” or a common profile across the national contexts, which is why we also will compare the main similarities of L1 teaching to international research. Preliminary findings suggest that while there are some differences across countries, the Nordic L1 teachers prioritize reading, and to a large extent they prioritize traditional print reading rather than digital reading. There are interesting differences across countries when it comes to text length (which is also found in PISA 2018) and the ways texts are used. These findings will be discussed in light of the analytical framework for investigating teaching quality developed within QUINT.

References: Klette. K et al (2018). Justice through participation: Student Engagement in Nordic Classrooms. Education Inquiry, Volume 9 (1), pp 57-77. Magnusson, C. G., Roe, A., & Blikstad‐Balas, M. (2019). To what extent and how are reading comprehension strategies part of language arts instruction? A study of lower secondary classrooms. Reading Research Quarterly, 54(2), 187-212. Nordic Council of Ministers (2018). Northern Lights on PISA and TIMSS, Copenhagen: Council of Ministers Unit. OECD (2018). PISA 2015 Results in Focus, Paris: OECD Olofsson A.O. et al (2011).Uptake and Use of Digital Technologies in Primary and Secondary Schools – a Thematic Review of Research. Nordic Jourmal of Digital Literacy, Vol.6. No 04 pp 207-225.

The aim of the QUINT-project Connected Classrooms Nordic (CCN) is to explore what constitutes quality in teaching in relation to digitalisation of education, through bringing together researchers, professional teachers and students in collaborative video based, longitudinal investigations of contemporary teaching in digitally rich classrooms in the Nordic countries. The project is designed as a three-year longitudinal study, where the same teachers and students are followed with video recordings from each school year. The video recordings are made with multiple cameras, focusing on both the teachers’ instructions and the students’ activities on computers and other digital resources. From the recordings, examples from the teaching are selected in relation to an analytic framework based on previous research in digitalisation of Nordic classrooms. The selected clips are discussed in focus groups with teachers as well as students with a focus on the consequence of digitalisation for teaching quality. The paper presentation focuses on the dialogue in which a teacher holds clear for the students the topics and goals with the activities during a lesson. In this study, among many different CCN-interests, we look at three instances during a lesson in the Nordic classrooms: a) preparation/instruction, b) teacher-support during the lesson of the students’ work to follow up on the goals and instructions, and c) the ending of the lesson. By comparing a fairly common progression of activities during a lesson in a secondary school class and by following this dialogic thread in context, we can discuss the research question ‘What is quality L1 education’ through the teacher’s interaction with the students around digital and physical technologies and materials. The method is a video ethnographic approach and micro-studies (dialogue and gesture), of the dialogues student-teacher as well student-student (Høegh, 2017), but also student-technology. Exploration of the practice architecture (Kemmis et al. 2014), that these teaching progressions in four Nordic countries produce, makes it possible to describe the teacher’s teaching path, the student development, and the participatory rhythms (Blue, 2019; Leander & Hollett, 2017).

Blue, S. (2019). Institutional rhythms: Combining practice theory and rhythm analysis to conceptualise processes of institutionalization. Time & Society, Vol. 28(3) 922–950 Høegh, T. (2017). Methodological Issues in Analysing Human Communication: The Complexities of Multimodality. In: Creativity and Continuity – Perspectives on the Dynamics of Language Conventionalisation, edited by D. Duncker and B. Perregaard. U Press Kemmis, S., Wilkinson, J., Edwards-Groves, C., & Hardy (2014). Changing Practices, Changing Education. Springer Singapore. Leander, K. M. & Hollett, T. (2017). The embodied rhythms of learning: From learning across settings to learners crossing settings. International journal of educational research, Vol. 84 Page 100-110. DOI: 10.1016/j.ijer.2016.11.007

This presentation highlights the ongoing Quality Literature Education (QUALE) project within QUINT. QUALE is a small-scall qualitative intervention of an inquiry-oriented approach to literature education carried out in Denmark, Norway and Sweden. In the project, we explore how learning resources designed for a large-scale intervention project in Denmark that tested a program theory for inquiry-oriented literature teaching (the so-called KiDM project, cf. Hansen et al., 2019) could be translated and transformed into Swedish and Norwegian and used in local Swedish and Norwegian schools. We hypothesize that the empirically supported KiDM model of quality teaching will be transformed, to a lesser or higher degree, when used by participating teachers and students in different school contexts, and this variety is co-shaped by the unique constellation of didactic reality, didactic theory and didactic practice in different countries (O'Dowd, Winther-Jensen, & Wikander, 2015). However, we also hypothesize that due to the existential structure of literature as well as language and cultural similarities in Nordic L1 subjects, it is possible to extend, in meaningful ways, the KiDM program theory and learning resources across Nordic borders. Methodologically, the QUALE project applies a multi-case qualitative comparative design across national contexts which involves researchers from both Denmark, Sweden and Norway. Sharing and analysing data in a joint intersubjectively validating effort, we ask: i) How do students and teachers in Swedish, Norwegian and Danish classrooms transform inquiry-oriented design material for literature education in L1 classrooms?; ii) how do teachers perceive the effects and interpret an inquiry-based approach in relation to contextual factors, needs and potentials for conducting literature education of a high quality?; and iii) to what extent does local and/or national contexts, such as curricula, systemic constraints and local school resources, co-shape teachers’ and students’ transformations and understandings? Preliminary analyses of the project’s developmental and first intervention phases (Christensen, 2021; Gabrielsen, 2021; Randahl, Olin-Scheller, & Blix, 2021) suggest that the basic model and resources for inquiry-oriented teaching resonate with and at the same time challenge Nordic L1 teachers’ literature teaching practices. For discussion, we argue that the QUALE project could be interpreted as one case of a pluralistic approach to teaching quality. Engaging in subject-specific studies of teaching help us understand that a ‘surplus of quality’ (Elf, 2021) is found in teaching. Dependent of the subject- and domain-specific unit of analysis and the situated nature of teaching, a rich variety of qualities for teaching is found.

Charalambos, C. Y., & Praetorius, A.-K. (2020). Creating a forum for researching teaching and its quality more synergistically. Studies in Educational Evaluation, 67, 1-8. doi:https://doi.org/10.1016/j.stueduc.2020.100894 Elf, N. (2021). The surplus of quality: How to study quality in teaching in three QUINT projects. In M. Blikstad-Balas, K. Klette, & M. Tengberg (Eds.), Ways of Analysing Teaching Quality: Potentials and Pitfalls (pp. 53-88). Oslo: Scandinavian University Press. Hansen, T. I., Elf, N., Gissel, S. T., & Steffensen, T. (2019). Designing and testing a new concept for inquiry-based literature teaching. Contribution to a special issue Systematically Designed Literature Classroom Interventions: Design Principles, Development and Implementation, edited by Marloes Schrijvers, Karen Murphy, and Gert Rijlaarsdam. L1 - Educational Studies in Language and Literature, 19. doi:10.17239/L1ESLL-2019.19.04.03 Hansen, T. I. (2023). PHENOMENOLOGICAL EXPLORATION IN LITERATURE EDUCATION. L1-Educational Studies in Language and Literature, 23(1), 1–26. doi.org/10.21248/l1esll.2023.23.1.382 O'Dowd, M., Winther-Jensen, T., & Wikander, L. (2015). Comparative Education in the North. In S. Jokila, J. Kallo, & R. Risto (Eds.), Comparing times and spaces : historical, theoretical and methodological approaches to comparative education (Vol. 69, pp. 31-56). Jyväskyl: Fera. Finnish Educational Research Association, Jyväskyla, Research in Educational Sciences = Kasvatusalan tutkimuksia.

In this symposium we explore how new materialisms including feminist materialism, new materialism, neomaterialism, and posthumanism provide inclusive and diverse ways of engaging with knowledge production brought to the fore by material and epistemic practices which are interdependent. This symposium provides space to engage with other approaches to knowledge generation that argue for the entanglement of reality and knowing which provides alternative ethical positioning for producing truths for a world in which culture and nature are entangled. Our responsibility is not to propose an idealized reality from which humans are removed but a vision of truth which imposes a responsibility to take the material world seriously because, if we do not, our empirical accounts will always be inaccurate.

In this symposium we seek to

1. Explore the nature of truth in research and how the idea that the world is composed of individuals awaiting representation undermines the consequential nature of research.
2. Argue for a relational ontology that challenges the presentation of truth endorsed by a correspondence theory of truth challenging scholars to think differently.
3. Invite participants and presenters to rethink the nature of knowledge production by looking beyond correspondence theories that dominate research approaches to truth.

The symposium will consist of four presentations that bring a unique perspective to educational research informed by new materialisms. This diversity serves to illustrate differential approaches to research and knowledge building that decenter humans and highlight the entangled relationships involving living and non-living that provide the possibility for consequential and ethical truth of world production.

This symposium focuses on interrogating consequential education research in pursuit of a diversity of apparatus to knowledge production. For example, education research using randomized control trials as the only basis for truth are underpinned by a correspondence theory of truth which is based on dichotomies, such as subject-object, researcher-researched, culture-nature and world-word (Barad, 2007, p. 125). These dichotomies or dualisms reinforce the separation of reality and knowing, which has ethical and moral consequences for how humans engage with the world in which they live. Correspondence theory assumes language is transparent and there is a direct relationship between the real actual experienced world and the knowing mind. One consequence of this belief for education is that observation is benign and acts as an open pane to the world leading to discovery. We challenge this classical notion of knowledge as representational, existing in the human mind with the object, what is known, separated from the (human) knower. This classical separation raises questions such as: how accurately do representations represent the known or how accurately does language represent the know? Correspondence theory is based on the false notion that knowledge in the form of concepts, graphs, photographic images mediate our access to the material world but new materialisms challenge the belief that we should trust our thoughts more than the material world. At the same time, we grapple with practices, such as randomized trials that have garnered traction that are presented as absolutely the truth even though they originated from people’s beliefs.

“Existence is not an individual affair. Individuals do not pre-exist their interactions, rather individuals emerge through, and as part of their entangled intra-acting.” Karen Barad, 2007, p. ix The quote from Barad captures the key idea that informs our presentation. One issue for educational research is the premise that the world is composed of individuals awaiting representation. Representationalism is accepted in Western societies as the natural way knowledge is constructed. Many forms of educational research begin with the assumption that humans are individual participants possessed of inherent attributes, political, linguistic and epistemological, that exist prior to representation. Consequentially, a researcher assumes a dualism that separates the researcher and the researched in order to conduct a controlled experiment with the goal of a knower or knowers showing their knowledge and beliefs, which are mediated by representations. Subjects are defined and regulated by such representation (Butler, 1999) which positions knowledge as the product of social action (culture) representing things in the world as they really are (nature) subscribing to a correspondence theory of truth (Barad, 2007). Hacking (1983), and Barad argue that the idea that things and individuals have separate properties and exist before relations began with Greek philosophers. Democritus, his mentor Leucippus and student Epicurus, proponents of atomism, a theory that proposed everything was composed of small, indivisible, indestructible atoms. Leucippus is claimed to have said, “two things exist; atoms and the void” (Author 1, 2013, p. 23). Today, educational and scientific theories are beholden to the atomic theory of matter which postulates the prior existence of entities that have preexisting characteristics. Representationalism, and its associated mechanistic worldview, established a belief where language and all the other things in human minds came to be valued more than the very world in which all humans live. A healthy skepticism provides a space for scholars to consider alternatives that deny representations and an origin of separate discrete participants. We ask, what would educational research be like if we began instead with relations through practices that provide a basis of inter-actions in phenomena? Focusing on practice engenders a performative approach to scholarship that begins with relations not individuals reinforcing the need for direct material engagement for producing knowing. Performativity also opens human appreciation for the agency of other living things and the material world. Indeed, performativity challenges all researchers to rebuild fundamental constructs including agency, causation, identity, learning and teaching.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. Durham, NC: Duke University Press. Butler, J. (1993). Bodies that matter: On the discursive limits of sex. Routledge. Hacking, I. (1983). Representing and intervening: introductory topics in the philosophy of natural science. Cambridge University Press. https://doi.org/10.1017/CBO9780511814563

The reproducibility of experiments and their results is one of the most powerful cornerstones in natural science research. Undoubtedly, such experimental activities have produced significant progress in a variety of fields. The link between, on the one hand, technological advances and, on the other hand, their origin from knowledge obtained through reproducible experiments, has contributed to objectivity and truth claims of natural science. However, already 100 years ago Niels Bohr stated that ‘we are part of that nature we seek to understand’ (quoted in Barad 2007: p. 26), and thus highlights that the researcher and her interpretation of what is observed cannot be separated from the 'phenomenon' that constitutes the result. Similarly, Sandra Harding (1992) argues for, what she calls, strong objectivity within which researcher’s bias are included, in contrast to a supposed value-neutral objectivity. In qualitative research in general, the researcher's inherent bias is usually handled in no other way than based on a positioning in the theoretical framework of the conducted research. But, that is not enough. In an ongoing research project, we investigate how high school and university students, teachers and their intra-actions (Barad 2007) with each other and material equipment are understood in relation to gender and moreover, how emotions affect handling during experimental activities. Empirical collection includes observations and interviews. In order for us researchers to be made aware of our pre-understandings and values in relation to our research object and how this might affect our interpretations, we have interviewed each other about our experiences of laboratory work from school to higher studies and what feelings such activities gave rise to. We have analyzed the interviews using the theoretical framework diffractive reading (Barad 2007, 2014). The analysis contribute s to making our respective subject positions visible, whose similarities and differences become important knowledge when analyzing and interpreting our data material. The approach during the diffractive analysis and some of the results will be presented during the symposium.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. London: Duke University Press. Barad, K. (2014). Diffracting diffraction: Cutting together-apart. Parallax, 20(3), 168–187. doi:10.1080/13534645.2014.927623 Harding, S. (1992). Rethinking standpoint epistemology: What is strong objectivity? The Centennial Review, Vol. 36, No. 3 (FALL 1992), pp. 437-470

The EU-Erasmus project ‘Ocean Connections’ project aimed to develop approaches to teaching Ocean Literacy through combining key ideas and practices from research streams in creative pedagogies and in the use of digital technologies, namely Augmented and Virtual Realities (AR and VR). The project identified some core, research-based, educative principles which were then explored in practice within 6 pilot projects, 2 each in England, Spain and Denmark. At the heart of the Ocean Connections project is a material-dialogic theoretical perspective (Hetherington et al, 2019) that draws on new materialist theory to understand learning about the Ocean as a relational, emergent process. We present this theoretical framework and our rationale for its use, before going on to explain two distinct analytical approaches taken in the analysis of our data in order to explore a second order research question: what new knowledge – new matter-meaning (Barad, 2007) emerges when ‘data’ is analysed or explored in two distinctive ways. The first of these is a standard thematic analysis of the qualitative data gathered during the project in order to illuminate how the educative principles manifested across the projects. The second uses a diffractive analytical approach (Barad, 2007; Chappell et al, 2019; Uprichard & Dawney, 2019), to respond and create new insights based on the data. Data was collected through mixed methods, including photography, observation, interviews and questionnaires. Rooted in the material-dialogic theoretical perspective we draw on, qualitative tools were deliberately designed to ensure that attention is not solely focused on the human participants but on the relationality between materials, environment, human participants etc. Findings from our analysis projects shows that some key practices such as modelling, and student-led learning/production of and with technology can aid the enactment of a combination of creative and digital approaches for teaching ocean literacy. It also showed the potentially important role of creative pedagogies in fostering ethical, activist dimensions of ocean literacy. The diffractive analysis opened questions about how learning in these projects occurs across natural-cultural-digital spaces and through time, and how these connect, again, with environmental care, responsibility and activism. Outcomes from the two approaches are framed in terms of the similarities and differences in insights offered as well as the nature of the outcomes themselves (written reports, charts, tables, VR spaces, poems, reflections). As such, this paper offers interesting new insights into how we learn with and through data when it is analysed differently.

Barad, K. (2007). Meeting the universe halfway: Quantum physics and the entanglement of matter and meaning. London: Duke University Press. Chappell, K., Hetherington, L., Ruck Keene, H., Wren, H., Alexopolous, A., Ben-Horin, O., Nikolopoulos, K., Robberstad, J., Sotiriou, S., & Bogner, F., X., (2019). Dialogue and materiality/embodiment in science|arts creative pedagogy: Their role and manifestation. Thinking Skills and Creativity, 31, pp 296-322 Hetherington, L., Hardman, M.A., Noakes, J. & Wegerif, R. (2018) Making the case for a material-dialogic approach to science education, Studies in Science Education, 54:2, 141-176, DOI: 10.1080/03057267.2019.1598036 Uprichard E., Dawney L. (2019) Data Diffraction: Challenging Data Integration in Mixed Methods Research. Journal of Mixed Methods Research. 13(1),19-32. doi:10.1177/1558689816674650

How educational research is conducted has material consequences, particularly for historically marginalized communities, and we therefore have an ethical responsibility to interrogate the ways in which we construct and present truth in research. One way in which educational research can progress in its efforts to find truths with the power to disrupt multiple forms of oppression is by adopting research frameworks and practices that attend to the lingering impacts of past violence (as well as of past formulations of what is true), even or especially when such episodes appear “over-and-done-with” (Gordon, 1997/2008, p. xvi) and the lines running from past to present are obscured. Multiple scholars have turned to the idea of hauntings and the spectral or ghostly as one way of conceptualizing these oft-overlooked traces of what was. In this presentation, I demonstrate how key tenets of hauntology, as a theoretical framework first developed by Derrida (1993) and later extended by Barad (2010), might be applied to research on science curricula and teaching in order to aid researchers and educators in uncovering how forgotten or disavowed ideas and figures from the history of science can appear as simultaneously overlooked and actively impacting what students learn. Hauntology extends beyond other new materialist theories is in its use of the spectral to trouble the notion of materiality itself. Where new materialism argues for a need to take the material world seriously, hauntology suggests that often it is figures about which it is difficult to say with certainty if they are materially present or not that exert the greatest influence, precisely because their ghostly nature makes their influence difficult to detect and address. Given the underutilization of science history in teaching students the nature of science as a human practice (Milne, 2013), hauntology can help researchers in science education re-conceptualize science history not simply as an absence in much of the K-12 science curriculum, but as an absent-presence that effects what students learn about science not only by not being explicitly included, but also by the way in which this history lurks, barely detectable, behind the tools and ideas that are taught. I use the example of the eugenics movement’s spectral influence on scientific tools typically used in teaching heredity to explore both how problematic episodes from history may be exerting an unseen influence in science classrooms and what ethical obligations might emerge from recognizing these ghosts.

Barad, K. (2010). Quantum entanglements and hauntological relations of inheritance: Dis/ continuities, spacetime enfoldings, and justice-to-come. Derrida Today 3(2), 240-268. Derrida, J. (1993/1994). Specters of Marx: The state of the debt, the work of mourning and the new international. London: Routledge. Gordon, A. & Radway, J. (1997/2008). Ghostly matters: Haunting and the sociological imagination. Minneapolis, MN: University of Minnesota Press. Milne, C. (2013) Creating stories from history of science to problematize scientific practice: A case study of boiling points, air pressure, and thermometers.

Working Meeting - ERG

The respective curricula for compulsory school in French-speaking Switzerland and German-speaking Switzerland now require teachers to (a) implement a competency-based approach in all subjects, and (b) integrate the development of "life skills" into their subject teaching (Cronin et al., 2020). It is in this context of change that PROJEPS/PROJEBS emerged, a second-generation didactic engineering project (Perrin-Glorian, 2011) aimed at the collective creation, experimentation and publication of curricular resources in physical education (PE). In line with recent initiatives aiming to harmonise training and teaching practices in PE in the two main linguistic regions of the country (e.g., Hayoz et al., 2021), this project is situated at the interface of different epistemologies and linguistic cultures. It mobilises three groups of participants with distinct profiles and mandates: (a) a steering group composed of five experts with a researcher/teacher trainer profile, whose mandate is to supervise and assess the creation and publication of the curriculum resources, (b) a group of drafters composed of five bilingual pairs of drafters with a teacher trainer/teacher profile, whose mandate is to create resources with reference to different physical activities and grades, and (c) a group of experimenters composed of volunteer teachers who are responsible for experimenting with the resources produced and providing feedback to the drafters on this experimentation. The challenge is therefore to publish curricular resources that meet the requirements of both the curriculum for French-speaking Switzerland and the curriculum for German-speaking Switzerland, and that are suitable for all types of teachers who teach PE in compulsory schools (generalists and specialists, depending on the cantons).

The theoretical background of this study is based on the didactic engineering framework (Artigue, 2002; Perrin-Glorian, 2011). In the early 80s, didactic engineering was presented as a research methodology that could bring up didactic phenomena under controlled conditions as close as possible to the normal functioning of a class. Didactic engineering for development and training is a second-generation didactic engineering which deals with two dimensions. At a first level, it is a question of testing the theoretical validity of the curriculum resources produced and identifying the essential properties of the engineering. At a second level, it is a question of studying the adaptability of these curriculum resources to ordinary teaching. Indeed, in didactic engineering approaches, it is common for the produced curricular resources to be reinterpreted by their users, with the risk that their learning potential is reduced (Perrin-Glorian, 2011; Lenzen et al., 2022).

This contribution aims to study the collaboration between participants at three stages of the didactic engineering process: (a) within a pair of drafters during the drafting of a curricular resource in badminton for pupils of 7-8H (10 to 12 years old), consisting of a scholastic form of practice (SFP – Mascret & Dhellemmes, 2011) and some learning situations; (b) between this pair of drafters and their assigned expert from the steering group; and (c) between this pair of drafters and four experimenters. It focuses more specifically on the negotiations and compromises between these participants and their consequences in terms of the evolution of the resources produced and the teaching of PE.

This presentation will present preliminary findings from a study of collaboration between a researcher and primary teachers working together to develop a tentative didactic model through didactic modelling. Didactic modelling is here defined as it is described in Wickman, Hamza and Lundegård (2018; 2020) and Ingerman and Wickman (2015). The study is part of an ongoing doctoral project in science education in primary school. The research project consists of two parts and the focus of the research reported in this presentation is on the second part where the tentative model from the first part is further modified together with teachers.

Teachers make many didactic considerations in their teaching and need to have a solid professional base on which to ground their choices (Ingerman & Wickman, 2015). In order to manage, distinguish and reflect on a complex content, teachers therefore need different kinds of tools. For this purpose, various types of didactic models have been created (cf. Jank & Meyer, 2006; Sjöström, Eilks & Talanquer, 2020; Wickman, Hamza & Lundegård, 2018; 2020). A didactic model can be said to function as a didactic tool by providing teachers with concepts and conceptual schemes which increase teachers’ possibilities of making relevant distinctions and judgments concerning certain features of teaching (cf. Joffredo-Le Brun et al., 2018; Wickman, Hamza & Lundegård, 2018). Didactic models can be used to plan, sort, structure and analyze teaching in a systematic way - and they can also be useful for arguing and reasoning about different didactic choices. To work with didactic models is an essential part of the discipline of didactics (Arnold, 2012; Jank & Meyer, 2006).

Didactic models are designed through so-called didactic modelling, where modelling includes both the production and application of didactic models (Wickman, Hamza & Lundegård, 2018; 2020). The production of a didactic model has three integrated phases called extraction, mangling and exemplifying and the process takes place in interaction between practice and theory and usually works in cycles (Wickman, Hamza & Lundegård, 2018; 2020). Through didactic modelling, models are, thus, created (the extraction phase), refined and modified (the mangling phase) and also supplemented with examples from how the models apply to teaching practice (the exemplifying phase).

Didactic modelling may be one way of reducing the gap between research and teaching, because it includes teachers as a necessary voice in the development of a didactic model, in particular in connection to the mangling phase of didactic modelling (Ingerman & Wickman, 2015; Wickman, Hamza & Lundegård, 2020). An overall aim in the second part of the doctoral project is to further develop the extracted tentative model (Weiland, 2019) from the first part of the project – called “didactic score” – in collaboration with primary school teachers. This study thus concentrates primarily on the second phase of the modelling process, i.e., mangling. The intention is to study the collaborative teacher-researcher process. More specifically, my interest is the joint actions of teachers and researcher during the mangling process, when working together with a tentative model in order to make the model functional as a didactic tool for teachers in early grades.

The theoretical framework and central concepts in the study is mainly grounded in Dewey´s pragmatic philosophy.

Collaborative research is on the rise. From the first generation of engineering that went back and forth between researchers and teachers, to the more recent design-oriented research, French didactics has always been concerned with the articulation between theoretical modelling and teaching constraints. The implementation of vast reform programmes throughout the French-speaking world may have dictated the need to develop "feasibility didactic research" (Astolfi, 1993) aimed primarily at teachers. The aim was to ensure the control and transferability of the innovations tested in the classroom. This research has been criticised for its pragmatism and its difficulty in going beyond the context in which it was carried out for a generalisation and change of scale. Methodologies more oriented towards "sharing praxeologies" have developed, in particular design-based research. The GRAFElln research (SNF 100019_205162), which we present here, is part of design-based research (DBRC, 2003; Sanchez and Monod-Ansaldi, 2014) and focuses on the transformation of teacher tools for reading composite texts.

With the advent of digital technology and the technologisation of printing processes, reading materials and their contexts have changed (Kress and Van Leeuwen, 2001). Composed of written texts, images, diagrams, sound and animated documents, texts are becoming more complex (Bonnéry, 2015). The reading of digital documentaries in particular, which is highly valued by both school and non-school users, requires new skills and specific support (Rouet, 2012). A few instruments are beginning to spread on the market of teaching manuals, without however responding to the imperatives of a curricular progression. Moreover, the authorities are integrating these new contexts into the study plans, programmes, etc., by means of a few transversal recommendations that are not very formalised. Our GRAFElln research aims to better understand the genesis of the instruments of reading instruction "to enable a greater number of students to access extended literacy, including digital literacy" (Crinon, 2012, p. 113).

The paper is based on the research project "Mindplay- conversation for learning". The main research question was: how can teachers use dialogue methods with young children to enhance children’s interest and participation in dialogue? The main objective of the project was that teachers learned about different conversation methods to use with children, which could improve their ability and skills in using conversational practice in teaching. Secondly, to study the effect of these methods on daily practice and the children’s use of language in discussions as a tool for thinking collectively which might inspire them to use language effectively in everyday learning processes. The research project spanned two years and involved teachers, assistants, and children aged 2-5 years old. The project was a collaboration between one preschool and the University of Akureyri in Iceland.

The theoretical framework of the research is based on Philosophy for Children (P4C) and dialogue for learning. P4C is concerned with cognitive development in the context of shared inquiry through dialogue with philosophical topics. Research has shown that to develop language and conversation skills, young children need many different opportunities to talk and have conversations with peers and adults that enhance their skills in thinking, reasoning, communication, and collaboration. With the P4C approach, children explore and listen to stories which increases their curiosity and empowers them to participate in the dialogue. Furthermore, children’s literature is purposefully selected to contain “philosophical hooks” designed to inspire inquiry among children (Lipman, 1985; Mercer, 2000; Sapere, 2014; The Education Endowment Foundation, 2015).

Philosophising with children in the form of implementing the Community of Inquiry (Matthews 1984) is a practice supporting democratic discourse (Weber 2013) and is increasingly used in schools such as preschools and daycare centers. Internationally this is often realised according to Lipman's concept. Content impulses for this are provided by short philosophical stories, such as "Harry Stottlemeier's discovery" (Lipman 2009).

In addition, picture books and picture cards are increasingly analysed for their potential for philosophising with children and are also used in practice. Still little use has been made of digital stimuli to initiate philosophical conversations. In October 2022, in a preliminary study with a group of 20 students, the first own digital picture impulses for philosophising with 5 to 6-year-olds were developed; these are small, animated films of 3-4 minutes. Due to current political developments, the content focused on the topics of friendship and enmity as well as peace and war. The aim of the development of these didactic miniatures was, on the one hand, that the students themselves could dive deeply into the content of the discussion of these topics and, on the other hand, that they could gain initial experience in philosophical discussion with children and reflect on this. In addition to the self-developed film, the students selected an analogue image stimulus, which they also integrated into the conversation, in order to also look at whether the type of medium (digital or analogue) has an influence on the quality of the conversation in the analysis of the conversations. In total, four films were developed and six interviews were conducted with the children.

The moral dimension of teaching is ever-present and as part of teachers' professional ethical approach, it often remains unspoken and thus elusive. In addition, the ambiguity is increased by the fact that ethics in teaching practice is perceived in many ways (Cliffe & Solvason, 2022). Perceptions of right and wrong quickly become problematic and teachers rather need to deal with ethics as a matter with lots of shades of gray (Cliffe & Solvason, 2022). Apart from the fact that ethics has many nuances, it is also unclear what the teacher's ethical responsibilities include. Studies show how teachers experience a tension between taking responsibility for the children based on knowledge goals and taking care of them morally (Jepson Wigg, 2021; Walls, 2022). Another difficulty in teachers’ professional ethics is that various demands from students (Tielman et al., 2022) or parents might cause value-based tensions and external regulations might cause moral distress (Ribers, 2018). Actually, Dahl (2017) questions cooperation with parents because they sometimes undermine teachers' ability to take ethical responsibility for students.

A value-neutral teaching is challenged by the fact that teachers must guide the children to a democratic approach in practice (Castner et al., 2017) and speak for humanity (Chen et al., 2017). Teachers' embodiment of democratic approach is favoured over a neoliberal accountability (Castner et al., 2017). Thus, the teachers' moral endeavour in teaching is subject to many different interests that require taking a stand, but it is unclear how this happens. The complexity and the fact that ethics in teaching often remains a tacit knowledge and a hidden agenda (Baker-Doyle et al., 2018) for teachers’ actions in ethical dilemmas (Chen et al., 2017) justifies a study aiming to contribute with more knowledge about how teachers in preschool and Elementary school perceive ethics when they encounter children in teaching. The research questions are:

1. What characterizes the teachers’ ethical responsibility?
2. How is ethical responsibility expressed in teaching?

Within the research field, studies show that teachers' perceived responsibility for the children in teaching relates to expressed ethical codes in several ways. French-Lee and Dooley (2015) identified that teachers in preschool developed their moral reasoning in relation to a current ethical code through collegial discussion about ethical dilemmas. Another way of relating to codes is to depart from them when caring for the children requires it (Fenech & Lotz, 2018). Social justice is according to Fenech and Lotz (2018) the main guiding light for early childhood teachers' ethical responsibility and takes precedence over formulations in ethical codes. The attention to ethical codes in research has its origins in the importance of professional ethics as a basis for the teaching profession's status as a profession (Kuusisto & Tirri, 2021). In a Swedish context, the teachers’ unions have formulated an ethical code but it is quite unknown to most teachers. The code has been criticized in research for several reasons (Cronqvist, 2020), among other things for not being based on research and conflation of concrete and abstract levels. Ethics is often related to religious beliefs and this relationship could cause teachers in a distinctly secularized country like Sweden to differ in their view of the importance of religion, but at the same time, the research field clearly shows that more knowledge about how teachers understand their ethical responsibility in meeting children in teaching is an international affair. The lack of knowledge about teachers' professional identity and actions in relation to the ethical dimension of teaching is a common international problem.

All networks hold a meeting during ECER. All interested are welcome.

The work presented is part of a research that studies the classroom practices in Primary Education. The paper studies the tasks involved in these classroom practices when teaching different learning subjects. One of the curricular aspects studied involves scientific literacy; that is, an analysis is made of those teaching methods used to teach the scientific literacy to pupils from 6 to 12. The research has adopted an intensive case-study model that has provided access to a systematic analysis of the classroom practices of the teachers involved (16 teachers, from five different schools). Each case, involved the video and audio recording of complete sessions (from 9 am to 2 pm), which means a total of 159.5 hours of class. Later, for this paper, the time corresponding to the subjects Mathematics and Natural Sciences was studied.

The last two regulations on the curriculum of Primary Education in Spain established as one of the aims the development of scientific culture in pupils. This scientific culture is reflected in the objectives and competences of subjects such as Mathematics and Natural Sciences. And it refers to the two senses that Norris & Phillips (2003) distinguished as components of scientific literacy: the fundamental sense and the derived one. Examples of the first would be in Mathematics: Interpreting simple mathematical language present in everyday life in different formats, acquiring appropriate vocabulary and showing understanding of the message; and the second in Natural Sciences: providing students with a solid and well-structured scientific background will help them to understand the world and encourage them to care for, respect and value it.

Thus, scientific literacy includes the specific scientific knowledge necessary for understanding reality in general (derived sense) and for reading and writing in particular (fundamental sense). The educational challenge that this idea poses is realised in the case of primary education because fundamental sense links science subjects with the rest of the curriculum subjects that are also related to fundamental sense. Particularly with Language and Literature. Therefore, working to promote a scientific culture in primary can be interpreted as part of a broader and more relevant project that has to do with the development of literacy throughout the primary stage. Starting from the fundamental sense of scientific literacy, science would not be possible without texts, without the capacities of comprehension, interpretation, analysis and critique inherent to scientific thought and communication.

Unfortunately this challenge has not been included in the basic core of Primary Education agendas so far in Spain (García Carmona, 2021) and raises important questions for teachers about what it means in terms of classroom practice to educate their pupils in a scientific culture (Smith et al. 2012). It is vital to know what literacy processes teachers undertake when they teach science and how they do so, as we can understand what learning opportunities pupils are offered (Rodríguez et al., 2018).

Knowing how teachers address scientific literacy is essential for understanding how pupils are helped to develop a scientific culture. The following research goals have therefore been formulated:

- Describe and understand how the scientific literacy process (fundamental sense) is undertaken in different classrooms across several levels in Primary Education where Mathematics and Natural Sciences are being taught.

- Analyse the teaching strategies teachers use to address scientific literacy in the classroom and compare them to our knowledge on the issue of Literacy in general.

- Develop a procedure that may help teachers to improve their teaching processes, to contribute to the development of the scientific culture regulated in the official curriculum.

Theorical framework and research questions

This contribution explores the potential of the carbon cycle for teaching an environmental issue through chemistry lessons at the lower secondary school.
Environmental issues are complex by essence. Morin (1990) uses the Latin etymology of the word “complex”: complexus, “weaving together”, as a metaphor to illustrate the very close relationship between academic subjects in a complex approach: as each coloured thread is important to build the pattern of a fabric, we need to cross different subjects’ approaches to understand environmental issues challenges and to be able to solve them (Morin, 1990, p. 21). As an example, the carbon dioxide produced by human activities – modelized as a chemical reaction in chemistry - must be connected to the greenhouse effect model to deal with the complexity of the Anthropocene. According to Mohan et al. (2009) and Zangori et al. (2017), the carbon cycle seems to be a good entry into the Anthropocene’s complexity. Mohan et al. (2009) shows how the principle of conservation of matter is important for analyzing the carbon cycle, especially to understand natural and human carbon dioxide productions. In their study, Zangori et al. (2017) try to connect the carbon cycle, the chemical reaction, and an environmental issue: the global warming. Results from their experiment show an improvement of the learning of the principle of conservation.
In French-speaking countries, the curriculum is organised into school disciplines, taught during distinctive time slots by specialised teachers at secondary level. Such an organisation questions the teachability of topics such as environmental issues and sustainable development. Martinand (2016) suggests that it requires many adjustments between school disciplines with specifics traditions, epistemologies, methodologies, and sometimes different purposes. However, the implementation of these adjustments in teaching and learning practices brings out new questions for didactic research.
In France and Western Switzerland, curricula texts at lower secondary level show some tensions between two purposes of sciences curricula: educate citizens on the one hand and teach specific scientific concepts on the other hand (Auteure1 et al., accepted). Moreover, these tensions are also reflected in the different purposes assigned to the school disciplines at lower secondary school. Whereas chemistry education seems oriented towards the teaching of specifics concepts and models (e.g., atoms, molecules, chemical equations), environmental issues tend to be taught in biology and geology only. However, chemistry is involved in environmental issues. Firstly, because it is historically connected with the industry (Bensaude-Vincent and Stengers, 2001), chemical products can potentially impact the environment. Secondly, because chemistry develops a range of models useful to analyse and understand environmental issues. Hence, chemistry as a school discipline has a role to play in understanding environmental issues (Martinand, 2016), but this role remains to be defined.
According to Chevallard (2004), the “co-disciplinary approach to a problem” (p. 8, our translation) consists in the balanced collaboration of the academic disciplines involved, oriented towards a shared goal: finding an answer. The carbon cycle is a common model in biology and geology: its structure in circle allows to connect human activities and their environmental consequences. From a chemical point of view, each arrow on the cycle could be modelized as a chemical reaction (photosynthesis, respiration, combustion, etc.) From our perspective, integration of the carbon cycle in a chemistry teaching could create the conditions for a co-disciplinarity approach. Thus, the following research questions are pursued: is the implementation of a co-disciplinarity approach possible in order to connect the chemical transformation and the global warming by using the carbon cycle? Which indications of this co-disciplinarity could be found in the teaching practices?

In contemporary societies citizens are increasingly confronted with pressing societal issues with connections to science, termed socioscientific issues, SSI (Ratcliffe & Grace, 2003). It is therefore argued that an important aim of science education is that all students acquire knowledge, skills and intellectual attitudes useful for dealing with SSI that they may encounter in daily life and for engaging in civic reasoning and discourse about such issues (OECD, 2018; Lee, White & Dong, 2021). This broad objective for science education is often referred to as scientific literacy (Roberts & Bybee, 2014). To foster students’ scientific literacy, it has been suggested that SSI be incorporated into science curricula, providing opportunities for students to explore both knowledge and values at stake in the context of current issues, by means of student-centred classroom practices involving discourse-based activities (Zeidler, 2014). However, the incorporation of SSI as contexts for teaching studying and learning may require a transformation of prevailing approaches to science teaching, typically characterized by transmissive pedagogy and a focus on students’ learning of content knowledge and training of practical skills (Lundqvist & Sund, 2018; Lyons, 2006), placing new demands on teachers and students. Teachers may have to expand their traditional role as conveyors of scientific knowledge, while students will have to learn to deal with the insecurity associated with value-laden issues that lack a single clear-cut answer. Despite calls for fostering students’ scientific literacy to deal with SSI, the products and methods of science is also still foregrounded in contemporary science curricula in many countries as well as in international standardized assessments (Marty et al., 2018; Roberts & Bybee, 2014). For teachers who aspire to incorporate SSI into their teaching, the process will thus be conditioned by their professional skills, traditions, national curricula, and diverse expectations.

Although there is an increasing interest in teachers’ professional development associated with incorporating SSI into science teaching, research in the field is still scarce. There is thus a need for more research that focuses on teachers’ considerations, decisions, and actions in relation to the incorporation of SSI to provide in-depth understanding of how teaching can be developed to foster students’ scientific literacy and how teachers can be supported in this process (Chen & Xiao, 2021; Friedrichsen et al., 2020).

This study explores the process by which two science teachers incorporate SSI into their teaching for the promotion of students’ scientific literacy, to identify how the teachers negotiate, reconsider, and develop teaching practices within the prevailing conditions. Through the framework of didactics, that enables reflection on educational questions concerning purpose, objective, content, and methods (Hudson, 2002), the study aims at providing knowledge about how teaching can be developed to incorporate SSI and the conditions for this development. Didactics understands teaching as framed by societal goals, the curriculum, teaching traditions, and teachers’ and students’ knowledge and intentions. In this respect, it contains a critical element which implies “reflection on relations between school and instruction on the one hand (their goals, contents, forms of organization and methods) and social conditions and processes on the other” (Klafki, 1995, p. 14).

In the analysis of teaching, the relations between teacher, student(s) and subject matter are essential to consider, as is also the context of the school and the wider society within which the situation is situated (Hudson & Meyer, 2011). Using these relations as a starting point, the study seeks to answer the following research questions:
What dimensions of teaching-studying-learning situations do the teachers strive to develop?
What conditions facilitate or impede this development?

In this study we report findings on how the development of taste for science among primary school students (Year 2, ages 7-8) can be supported by fine-tuned adjustments in teaching. The concept of taste for science was originally developed as a proxy for student interest, treating the aesthetic and normative aspects of science learning as intertwined and as constituted in action (author et al., 2015a). Distinctions of taste not only concern what the individual knows and feels about science, for example, what constitutes a beautiful observation chart in biology class or whether students consider themselves to be science persons or not, they are also open for others to evaluate and judge (author, 2006).

Taste in general (Bourdieu, 1984; Dewey, 1934/1980) and taste for science thus is socially constituted and learnt and strongly associated with home background (author et al., 2013). Students with an academic background have been shown to be more likely to enter school with a taste for science that will be recognized and therefore more likely to be further cultivated (ibid). It is also well established that some students feel alienated to science and claim that it is not for them, even if they perform well in science (e.g. Archer et al., 2010). Thus teaching has an important compensatory role in supporting students developing a taste for science as taught in school and ultimately making more students feel that they are included in, rather than excluded from, the practices of their science classes.

Regardless of home background, students' interest in and identification with science show a clear decline at the transition between primary and lower secondary school (Potvin & Hasni, 2014) and there is a call for studies exploring how continuity between different school stages can come about through teaching and so potentially establish a more enduring interest in science (Potvin & Hasni, 2014). This is also the aim of this study, namely, to explore the role of teaching for student learning and taste development in science. In previous studies at the lower secondary school level we have shown how teaching can support students in developing a taste, as evident by how they make and aesthetically evaluate distinctions regarding language use, procedures, and ways-to-be in the science classroom (author el al., 2015b). Here we are interested in the younger students, and we ask: How can teaching support primary school students’ taste for science?

The study is part of a larger project in which we, teachers and researchers, collaborate in developing teaching for supporting communicative processes in the science classroom. The aim of the project is to develop didactic models for classroom communication, making them useful for teaching primary science particularly for second-language learners with non-academic backgrounds. Author 3 and Author 5 are the teachers of the students participating in the project. The two schools are located in suburbs of Stockholm, Sweden, where the students mainly have non-academic backgrounds and are second-language learners.

The purpose of this paper is two folded. One is to generate knowledge about characteristics of teaching in relation to play and how content within teaching emerge between participants. The second purpose is related to methodology and analysis whereby using interaction analysis (IA) give same attention to expressions from the body as from the spoken word to understand response in diverse ways in relation to participants different ways of communicating response. Diverse ways in this study involve both verbal and/or bodily expression. Due to the emergent need of research that explore teaching in relation to multi-lingualism in an Early Childhood Education (ECE) this study aims to contribute to that field (Norling & Lillqvist, 2016; Kultti, 2021). A central aspect in this study when analyzing teaching in relation to play is the aspect of interaction between participants.

This study aims to contribute with knowledge about how teaching in relation to play can be understood by asking:

1. What can be characterized as teaching in relation to play?

- What emerge as content in teaching in relation to play?

- How is response expressed between participants?

The study is theoretically framed by Play Responsive Teaching in Early Childhood Education and Care for a social and cultural sustainability (PRECEC_SCS) in relation to pedagogical tact (Lövlie, 2007; Van Manen, 2015) and, didaktik (Klafki, 1995). Klafkis (1995) critical constructive didaktik is related to an understanding of teaching that goes from bottom-up. Which in this study signify starting from what the children seem to be interested in.

Play-responsive teaching (PRECEC) has a theoretical perspective where the concept of response is used in relation to children's play. Teachers’ response to children's play can lead to teaching of a new content this is in relation to a joint attention or make common witch is related to intersubjectivity (Barnhart, 2004; Pramling et al, 2019). According to Lövlie (2007), pedagogical tact is about an immediate action that is related to the teacher's adherence. It is sensed by a movement, a gaze, a physical action, or verbal communication, and takes place in the moment (see van Manen, 2015). Pedagogical tact is linked to what happens between people in which intersubjectivity (see. Pramling et al, 2019) and response are highly relevant.

PRECEC_SCS also orient to how participants shift within an activity by focusing on As if and As is. The concept As if, relate to fiction and As is, relates to reality and is used to analyze how the alternation between As if and As is occurs within an activity. According to Pramling et al (2019), through the combination of As If and As Is, we can understand more of the world. Engaging in the alternation between As if and As is can educate us about the world on an individual as well as a collective level. Within PRECEC_SCS the concepts are associated with responsiveness and intersubjectivity and direct understanding towards what happens within an activity with a focus on the communication and the alternations between As if and As is.

Among the United Nations' global goals is to provide inclusive and equitable quality education at all levels for all people by 2030 so that they "acquire the knowledge and skills needed to exploit opportunities and to participate fully in society" (UN General Assembly 2015, p.7). Successful educational processes require developmental guidance for children's domain-specific development, especially during transitions, as, for example, the transition to elementary school is a sensitive stage in which children are particularly vulnerable (Fabian & Dunlop 2007) and research findings point to the great importance of preschool domain-specific competencies for further educational success (Duncan et al. 2007). In order to enable a sustainable educational process for each child, the individual learning development of the children should be focused on, especially in heterogeneous inclusive contexts (Petriwskyj, Thorpe & Tayler 2014). In this context, an individual, domain-specific learning development analysis represents the basis for continuous inclusive support (Watkins 2007). Following this assumption, the diagnostic instrument ILEA-T (Geiling, Liebers, & Prengel 2015) can be used to capture domain-specific competencies in the transition from kindergarten to school. Yet, this instrument cannot adequately represent the abilities and development of children at the lower levels of competence. However, individual support of the children's educational and developmental processes is of high importance, especially for children with significant domain-specific learning and developmental challenges (SLDC), in order to enable them to acquire literacy skills of high quality and thus their participation in the general curriculum and in their environment using sign and writing systems (Erickson, Hatch & Clendon 2010). For the group of children with SLDC whose competencies are at or below the first two competency levels in the domain of early literacy according to the ILEA-T-level model (Geiling et al., 2015), there is a lack of diagnostic instruments with which their competencies can be captured in such a way that suitable educational support can be derived from them (Liebers, Geiling, Prengel 2020). Furthermore, diagnostic approaches and support in the domain of early literacy are often considered of secondary importance by pedagogical professionals (Smidt 2012, Korntheuer 2014) and existing literary competencies of children are often over- or underestimated (Dollinger 2013). Therefore, the aim of the current research project ILEA-Basis-T is to detect the domain-specific preschool competencies of children in a resource- and support-oriented manner and to derive suitable support suggestions. The focus is on early mathematical abilities and emergent literacy skills as well as on bio-psycho-social well-being. Domain-specific diagnostic tools and support suggestions are being developed and tested in the project in cooperation with partners in practice. This paper focuses on the fit of the Emergent Literacy diagnostic tool for children with SLDC. Emergent literacy includes all reading and writing behaviors and understandings that precede and develop into conventional reading and writing (Sulzby, Branz & Buhle 1993). This paper will address the content of the emergent literacy model and how emergent literacy is operationalized and validated as a diagnostic tool. The question underlying this paper is: To what extent do the scales of the trial version of the diagnostic tool for early reading skills meet traditional quality criteria and how time-efficient, developmentally sensitive and fair are they with respect to the basal skills of children? Therefore, initial findings from piloting and testing will be discussed.

Internationally, children experience an increased focus on learning in early childhood education (ECE), reducing the time they play during ECE. At the same time, children’s free play areas are being reduced (Korkodilos, 2016), along with the opportunity for play due to organized leisure time after school (Broch et al., 2022), and because children are starting school earlier. Paradoxically, play is important for children’s learning and contributes to increased curiosity, wonder, and learning motivation. It is also important for children’s sense of belonging in society, social relationships, and physical and mental quality of life (e.g. Russ et al., 1999; Brussoni et al., 2015). In Norway, a new curriculum demands that pupils learn about increased life quality through interdisciplinary teaching but also suggests that play should be included in teaching to promote creative and meaningful learning (Ministry of Education and Research, 2017). Research shows that teachers often let pupils play, but they have little experience and knowledge of how play can both promote learning and secure the quality of life of their pupils (Bjerknes & Skalstad, 2022). By constructing a “Conceptual PlayWorld,” familiar from early childhood education in Australia (Fleer, 2019), one teacher educator and six student teachers set out to teach pupils in 2^nd grade. The certified teacher was an observer together with another teacher educator. We asked, how can applying CPW as a teaching approach in science contribute to holistic learning in elementary school?

Through interviews, we asked what all adult participants experienced and observed. We then used thematic analysis to categorize the themes.

Our results show that the Conceptual PlayWorld not only taught pupils within-subject concepts and understanding but also promoted pupils’ quality of life and interdisciplinary understanding during their learning process.

The aim and scope of the research project guiding this paper is to map 7-year-olds, first grade students, understandings of societal functions, such as the police, and to develop teaching with the ambition of increasing young students’ knowledge of these functions. The paper however focusses on the first part of the project, conducting interviews to create a cross section of Swedish first grade students’ understandings of societal functions. The paper is based on three key arguments. First, it is socially important to meet the equality issues that exist in the Swedish society and schools (i.e., that knowledge and civic values have different outcomes depending on student’s background and where they grow up) by studying student's different understandings of societal functions. Second, more education research in the area of ‘conceptual change’ is needed for developing the knowledge of concept understanding and concept-progress regarding societal issues among younger students. Third, as the new Swedish curricula, emphasizing student’s understandings of facts, has been launched there is a need for supporting schools and teachers work. In this paper we suggest that children’s understandings on basic societal functions is an important piece for developing social studies teaching.

The main research question is: how does first grade students understand societal functions such as the police?

The point of departure in the paper is that research on conceptual change, i.e., mapping students' different understandings of concepts/phenomena and investigating how these can be developed through teaching, is scant regarding societal issues (Barton & Levstik, 2004; Lundholm & Davis, 2013). In a review of the research Lundholm and Davis (2013) state that the societal oriented subjects are clearly underrepresented within this research orientation. The few studies made focus on broader issues like sustainable development and are mainly targeting older students (in secondary or upper secondary school) views. Compared to what is known about student’s understandings of, for example, mathematical concepts, both the empirical and theoretical research in social studies didactics needs to be developed.

The theoretical framework used in this paper is phenomenography. For several decades it’s been used for studying younger children's understandings of mathematical phenomena and concepts (Björklund et al. 2021, Kullberg et al. 2020). Phenomenography takes departure in the idea that there are different ways to understand a certain phenomenon and that these different ways might be hierarchically ordered from less powerful to more powerful ways of understanding (Marton 2015; Marton & Booth 1997; Svensson 1997). As a research approach phenomenography sets out to track these different understandings of a phenomenon and to organize them in a hierarchically ordered outcome space with different categories of description, depicting the different increasingly more powerful ways of understanding the phenomenon.

Until recently, little attention was paid to the independent educational rights of children and young people, with parental rights being seen as paramount (MacAllister & Riddell, 2019; Harris, 2020). Recently, however, the focus has shifted, with the rights of children and young people (CYP) moving to centre stage. Policy and legislative changes have been driven in part by international treaties such as the United Nations Convention on the Rights of the Child (UNCRC) and the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD). CYP are no longer seen as passive recipients of education, but as central to decision-making processes. Legislation in England, Scotland and Spain now ensures that the legally enforceable rights of CYP with SEN exceed those of children who have not been so identified. The new legislation is of major significance because of the size of the population currently identified as having SEN/ASN in the three jurisdictions (Castilla y Leon: 7%; England: 15%; Scotland: 29%). The central issue considered in this symposium is whether CYP with SEN/ASN are able to use their new rights of participation and redress in practice, or whether the new rights are aspirational and tokenistic.

The three papers draw on findings from an ESRC funded research project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1) conducted by researchers at the Universities of Edinburgh and Manchester between 2017 and 2019. A parallel research project with similar research questions was conducted over the same timeframe at the University of Burgos, Spain.

The central research question addressed is the following:

In the light of key international treaties and national legislative and policy developments, to what extent is a new era of participation rights materialising in practice for children and young people with SEN?

The specific objectives of the symposium are to analyse the extent to which:

• the needs of CYP with different types of SEN/ASN are identified, recorded and met;
• CYP participation rights in schools and classrooms are respected;
• CYP are involved in dispute resolution and enjoy access to justice.

Methods used include analysis of administrative data, qualitative work in schools and classrooms and analysis of qualitative and qualitative data relating to children’s involvement in different types of dispute resolution.

Theoretical framework

The implications of the current emphasis on CYP’s rights in SEN/ASN will be explored in relation to the contested notion of autonomy (Freeman, 2007; Foster, 2009). Conceptually, autonomy has a strong association with personal choice and the freedom to exercise it. The notion of autonomy as a right of the child is based on the precept that children as individuals are capable of making rational independent decisions, as long as inappropriate choices are not made which work against the child’s own interests. There are inherent tensions between recognising a child’s right to autonomy, while also taking into account their long-term interests and their evolving capacity (Hollingsworth, 2013) and the duty of care owed to children by parents and the state. While exploring the way in which the agency of CYP is being realised in the new legislative context, the papers take account of critical perspectives in the sociology of childhood. It is argued that an undue focus on the way in which children demonstrate agency may lead us to ignore the structural and cultural limits on children’s autonomy (Oswell, 2013). The authors underl9ine the dangers of an overly individualistic approach to rights, arguing that social rights for all children, including those with the most significant impairments, demand an understanding of inter-dependency between care givers and receivers (Callus & Farrugia, 2016).

Over the past years, there have been calls for child friendly justice in a range of social policy fields including family law, immigration and education. According to the Council of Europe (2011), child friendly justice is: accessible; age appropriate; speedy; diligent; adapted to and focussed on the needs of the child; respecting the right to participate in and to understand the proceedings; respecting the right to private and family life; respecting the right to integrity and dignity. The move towards a children’s rights approach has been supported by international treaties and by domestic legislation in England (The Children and Families Act 2014) and Scotland (The Education (Scotland) Act 2016). There is a general assumption, reflected in the SEN/ASN Codes of Practice for England and Scotland, that educational decision-making will result in better outcomes if informed by the views, wishes and feelings of CYP. However, little is known about CYP involvement in and experiences of SEN/ASN tribunals. The England/Scotland comparison is important because of historical differences in approaches to administrative justice in education, which are amplified in the recent extension of rights. In Scotland, children with capacity aged 12-15 are now able to make references to the First-tier Tribunal independently of their parents, whereas this right has only been extended to young people aged 16 and over in England. Despite the radical nature of the new rights, which the Scottish Government claims are the most progressive in Europe, little is known about the extent. This research addresses these gaps in knowledge, providing a timely assessment of the extent to which the principles of child friendly justice are reflected in practice on the ground. Data are drawn from ESRC project ES/P002641/1, and include analysis of tribunal and mediation data and case studies of CYP and their families. The main conclusions are that while the legislation is radical in substance and progressive in intent, results on the ground have been limited to date. Very few CYP have been the party in a dispute, although progress has been made in ensuring that the voices of CYP are heard at tribunals. The vast majority of cases are brought by parents, who continue to act as the principal advocates. Parents from poorer backgrounds are under-represented as tribunal appellants and existing support for families is increasingly limited.

Council of Europe (2011) Guidelines of the Committee of Ministers of the Council of Europe on Child-friendly Justice Strasbourg: Council of Europe. Cullen, M., Lindsay, G., Totsika, V., Bakopoulou, I., Gray, G., Cullen, S., Thomas, R., Caton, S., & Miller A. (2017). Review of Arrangement for Disagreement Resolution (SEND). Research Report. London: DfE/Ministry of Justice. Doyle, M. (2019), ‘A Place at the Table: young people’s participation in resolving disputes about special educational needs and disabilities’, forthcoming, UK Administrative Justice Institute. Harris, N. & Riddell, S. (eds.) (2011) Resolving Disputes about Educational Provision Farnham: Ashgate. McKeever, G. (2013) A ladder of legal participation for tribunal users Public Law, July, 575-598. Stalford, H., Hollingsworth, K. & Gilmore, S. (2017) Rewriting Children’s Rights Judgements: From Academic Vision to New Practice Oxford: Hart Publishing.

The year 2020 marked the thirtieth anniversary of the signing of the United Nations Convention on the Rights of the Child (UNCRC). At present, the national legislative development and that of the 17 autonomous communities incorporates the minimum standards proposed by UNCRC and UNCRPD but this development has not yet reached the educational legislation and in practice there are limitations to the participation of children and young people, particularly those with Specific Educational Support Needs (SESN) (Casado-Muñoz, Lezcano-Barbero, & Baños, 2019). Spanish research on child participation highlights the concept of "the voice of the child" (VdN) (Escobedo, Sales and Traver, 2017; Márquez and Sandoval, 2016). The studies emphasize the VdN as a matter of democratic life (Susinos, 2013), rather than defending a participatory and inclusive model based on children's rights and related policies (Byrne & Lundy, 2018). This need for further research in this field based on a new rights-based paradigm, particularly that defined by Article 12 of the UNCRC, led to the development of parallel research in Spain and Scotland, allowing us to compare the practical realization of rights in two jurisdictions in northern and southern Europe. The research revealed different levels of legislative development, administrative processes and approaches to dispute resolution. When asked to comment on the legislative development in Scotland, which give children with ASN the same rights as their parents, Spanish practitioners expressed reservations, believing that this approach might not work in their own context. Schools also varied, with some practitioners far more enthusiastic than others in their adoption of a children’s rights focus.

Byrne, B., & Lundy, L. (2019). Children’s rights-based childhood policy: a six-P framework. The International Journal of Human Rights, 23(3), 357-373. Casado-Muñoz, R., Lezcano-Barbero, F., & Baños, M.E. (2019). Participation and rights of children with Specific Needs of Educational Support in Castilla y León (Spain): Bridging the gap between policies and practices. International Journal of Inclusive Education, 23(5), 532-545. doi: 10.1080/13603116.2019.1580922 Escobedo Peiro, P.; Sales Ciges, A. y Traver Martí, J. (2017). The voice of students: His silence and professional culture [La voz del alumnado: Su silencio y la cultura profesionalista]. Educación XX1, 20(2), 299-318, doi: 10.5944/educXX1.11940 Márquez, C. y Sandoval, M. (2016). When is the improvement of student participation in schools? [¿Para cuándo la mejora de la participación de los estudiantes en los centros educativos?] Intersticios: Revista Sociológica de Pensamiento Crítico, 10(2), 21-33. Susinos, T. (2012). The possibilities of the voice of the students for change and educational improvement [Las posibilidades de la voz del alumnado para el cambio y la mejora educativa]. Revista de Educación, 359, 16-23.

This presentation examines administrative data gathered on pupils with special/additional support needs (SEN/ASN) in four jurisdictions: Spain, Scotland, England and Sweden with the aim of understanding the extent to which children’s right to an assessment of their special needs is being fulfilled in different contexts. The data is collected from the Educational Agency for Special Needs and Inclusive Education (EASIE) and from the responsible ministries in each country. It is acknowledged that being categorised as having SEN/ASN may be a double edged sword. On the one hand, a formal acknowledgement of learning difficulties may result in the delivery of additional resources and assistance, and provide opportunities to challenge inadequate educational provision. On the other hand, identification with SEN/ASN may lead to lead to educational marginalisation or exclusion. Much depends on the specific labels employed, which may be more or less stigmatising, and the extent to which they are applied disproportionately to specific groups. This presentation describes the categories used to identify SEN/ASN in the four jurisdictions, focusing on variation in the attachment of labels to specific groups of children. The data shows that, while there are disparities in rates of identification, boys and those from socially disadvantaged backgrounds are disproportionately identified with non-normative difficulties. Non-normative labels, such as social, emotional and behavioural difficulties, tend to be socially stigmatising and of dubious value to the child or young person in terms of enhancing their life chances. Implications with regard to the rights of children and young people to be educated in inclusive education systems are explored. While international treaties underscore the universal nature of educational rights, our data reveal wide disparities in how additional support needs are understood and catered for at national and regional level in Europe. This variation can also be problematic at an individual level for families that have to move across boundaries and require additional support for their children.

Ministerio de Educación y Formación Profesional (2019). Estadísticas. Enseñanzas no universitarias. Alumnado matriculado. Datos avance (2018-2019). Available at: http://www.educacionyfp.gob.es/servicios-al-ciudadano/estadisticas/no-universitaria/alumnado/matriculado.html Junta de Castilla y León (2017). Instrucción de 24 de agosto de la Dirección General Innovación y Equidad Educativa. Available at: http://transparencia.jcyl.es/Educacion/EDU_(DGIEE)_INSTRUCCION_2017-08-24_Datos_Acnees.pdf Scottish Government (2017). Pupils in Scotland, 2017, supplementary tables updated February 2018. Available at: https://www2.gov.scot/Topics/Statistics/Browse/School-Education/dspupcensus/dspupcensus17, accessed on 30.09.2019 ScotXed (2018). Data Collection Document, School and Pupil Census. Available at: https://www.gov.scot/publications/scottish-exchange-of-data-school-pupil-census/ Weedon, E., and Lezcano-Barbero, F. (2020). The challenges of making cross-country comparison of statistics on pupils with special educational needs. European Journal of Special Needs Eduction. 854-862. https://doi.org/10.1080/08856257.2020.1847763

The symposium is interested in the empirically observable tensions between the interaction order (Goffman 1983) necessary for the accomplishment of teaching practice and demanding subject-related tasks that potentially challenge an established order. Although the classroom interaction order is aligned with the organisational purpose of enabling (subject-related) learning, it also seems to function independently and even potentially in tension with challenging tasks: “it has a life on its own and makes demands on its own behalf” (Vanderstraeten 2001, p. 273). This tension is also noticeable if we look at teaching and learning practices from different research traditions and perspectives. Looking at a classroom from the perspective of the classroom order or either with a viewpoint of the generic quality of instruction (e.g., Praetorius et al. 2018), one may assess a particular lesson as efficient and well-managed. In contrast, the same lesson might appear profoundly deficient and inefficient from a didactical, content-based point of view (Breidenstein & Tyagunova 2020; Schlesinger et al. 2018). Findings from research on classroom management show that demanding and challenging tasks also pose greater difficulties for classroom management: “In response to these threats to order, teachers often simplify task demands or lower the risk for mistakes” (Doyle 2006, p. 111). Practices of classroom management and practices of learning operate thus in different logics and may be in tension with each other.

As a fundamental theoretical and methodological perspective, the symposium suggests to link classroom research to the international ‘practice turn’ (Schatzki et al. 2001). Theories of practice conceptualize social practices as an independent object of study and draw attention to the inherent logic, momentum, and stability of social practices. Furthermore, theories of practice are situated beyond structural or action theory and understand human actors more as participants than originators of practices. Practice theories are used in a variety of ways, particularly in qualitative teaching research, to examine school teaching as a context of related practices (Breidenstein 2021). However, standardized professionalization research also examines “core practices” of teaching (Grossman 2018). Taking the idea of specific logics and alignments of teaching and learning practices that may ‘interfere’ in various ways as a starting point, the symposium will discuss the relationship between the interaction order and subject-related teaching and learning. This may also be fruitful for the comparison of different subject related subject-specific didactic perspectives (Ligozat et al. 2015). The following questions can be addressed:

- How do different organisational frameworks of teaching influence subject-related learning processes?

- Which modes of dealing with the subject matter can be distinguished in the observed classroom interaction?

- How is subject-related school knowledge constituted in the ongoing interaction, considering various social and material dimensions of teaching and learning?

- How can we identify specific and general conditions and qualities of subject-related learning in the (video-based) observation of classroom interaction?

- How can we recognise processes of understanding or comprehension within classroom interaction?

In the part I of the symposium, we will discuss different theoretical and methodological frameworks for the comparison of teaching and learning practices between different subjects and educational contexts. The two projects from the Scandinavian QUINT context and the German INTERFACH project have in common that they aim at exploring the quality of teaching and learning by video recording and analysing the classroom interaction itself (see https://www.uv.uio.no/quint/; www.interfach.de). Research questions and methods differ in detail but may be brought into a productive dialogue.

This presentation explores dialogical, phenomenological, and post-human approaches to the study of teaching practices, asking 1) how the three approaches offer theoretical work that could inform the understanding of subject-specific teaching practices, 2) what the implications of the three approaches are for subject-specific research methodology (data generation and analysis), and 3) what the complementary potentials and limitations of the three approaches are for research and practice. So, a dialogical approach to teaching practices is indebted to the work of Bakhtin; it would emphasize a communicative, or semiotic, understanding of teaching that establishes the ‘utterance’s content-form-function triad’ as the minimum unit of analysis for understanding how subjects operate as dynamic ‘genres’ (Bakhtin, 1986; Ongstad, 2004). An indicative research example from subject-specific writing research is offered for illustration (Jakobsen & Krogh, 2019). While a phenomenological approach to practice acknowledges the communicative nature of teaching, it would also highlight experienced non-semiotic and non-cognitive aspects of teaching practices, which students and teachers are initiated to ‘do’ and ‘relate to’ in subject-specific practice architectures (Kemmis et al., 2014; Schatzki, 2017). Data from an intervention study focusing on the teaching of literature from a phenomenological perspective are used as an indicative research example (Elf, 2021). Finally, a posthuman approach to practices would also expect teaching practices to occur in communicative ways, however claiming that intentionality is limited, and that it is relatively unpredictable how practices will (un)fold (Deleuze, 2004). As recent video-based classroom research from L1/Language arts classrooms illustrate (eg. Jusslin, 2020), new methods for grasping the agentive role of non-human actors, such as technology and artefacts, may illuminate hitherto unknown affective aspects of subject-specific teaching practices. For discussion, I argue that all three approaches basically acknowledge that an interaction order of teaching and more specifically subject-specific teaching exists. However, the analysis of the three approaches’ illuminate that they rely on different onto-epistemologies that allow for different ways of exploring ‘the order’. This includes differences in assumptions on the way disciplinary communication works, how subject-specific practices are constructed, and the way the human subject or, more broadly, actors are looked upon as part and parcel of the practice of subject-specific teaching practices. As such, they may reveal quite different, yet equally valid, qualities of a subject that could guide teachers and teaching.

Bakhtin, M. M. (1986). The Problem of Speech Genres. In (pp. 60-103). Austin University Press. Deleuze, G. (2004). Difference and repetition. Continuum. Elf, N. (2021). The surplus of quality: How to study quality in teaching in three QUINT projects. In M. Blikstad-Balas, K. Klette, & M. Tengberg (Eds.), Ways of Analysing Teaching Quality: Potentials and Pitfalls (pp. 53-88). Scandinavian University Press. Jakobsen, K. S., & Krogh, E. (2019). Writing and writer development - a theoretical framework for longitudinal study. In E. Krogh & K. S. Jakobsen (Eds.), Understanding Young People's Writing Development: Identity, Disciplinarity, and Education. Routledge. Jusslin, S. (2020). Dancing/Reading/Writing: Performative Potentials of Intra-Active Teaching Pedagogies Expanding Literacy Education Vasa. Kemmis, S., Wilkinson, J., Edwards-Groves, C., Hardy, I., Grootenboer, P., & Bristol, L. (2014). Teaching: Initiation into practices. In Changing practices, changing education (pp. 93-126). Springer. Ongstad, S. (2004). Bakhtin’s Triadic Epistemology and Ideologies of Dialogism. In F. Bostad, C. Brandist, L. S. Evensen, & H. C. Faber (Eds.), Bakhtinian Perspectives on Language and Culture (pp. 65-88). Palgrave Macmillan. Schatzki, T. (2017). Pas de deux: Practice theory and Phenomenology. Phaenomenologische Forschungen, 2 24-39.

In classrooms of today, as teachers and students have become equipped with laptops, tablets and phones, social interaction no longer depends on face-to-face interaction alone but has become dependent upon communication mediated by screens of various sizes and shapes (Nilsberth et al., 2022). The constant connectedness and access to digital devices means that classrooms become hybrid spaces for social interaction where students participate in communications on a continuum between being on- and offline. From the perspective of interaction order, this has been shown to increase student participation in classroom interaction and release some of the general constraints related to traditional IRE-patterns in teaching (Sahlström et al., 2019). However, there could potentially be tensions between the teacher’s talk and the students focus with regard to subject content in the connected classroom. This presentation departs from ethnomethodological understandings of the classroom interaction order (Mehan, 1979), and address questions about how the conditions for creating shared focus towards subject content in screen-mediated plenary teaching can be investigated and understood. It is part of the larger video-ethnographic project Connected Classroom Nordic (CCN), where digitalisation of education is understood from a media-ecologic perspective in terms of changed environments and infrastructures where different media, analogue as well as digital, mutually relate to, remediate and affect each other (Strate, 2017). The analysis draws on video-recordings with multiple cameras from a Swedish lower secondary school, where the same class of students have been followed during three years in subjects of English, Swedish (L1), mathematics and social studies. The three cameras simultaneously followed the teachers, a focus student’s desk interactions and the focus students’ screens. Drawing on notions of creating shared epistemic stance in interaction, two examples of teaching instances, one in L1 and one in social science, were selected for multimodal interaction analysis (Goodwin, 2007). A specific focus was on how shared epistemic stance towards subject content were managed in interactions between teacher, student and different semiotic structures in the hybrid social environment of the connected classroom. Preliminary findings show how teachers’ use of pre-made presentations through for example Powerpoints or learning platforms might constrain possibilities to bring in students’ previous knowledge and questions in the shared classroom dialogue. On the other hand, students’ engagement with subject content sometimes increased on an individual basis as they could search for information or try out solutions on their own laptops, in parallel to the teacher’s talk.

Goodwin, C. (2007). Participation, Stance, and Affect in the Organization of Activities. Discourse and Society, 18, 53-73. Mehan, H. (1979). Learning lessons: Social organization in the classroom. Harvard University Press. Nilsberth, M., Olin-Scheller, C. & Kristiansson, M. (2022). "Transformation and literacy engagement through digitalized teaching practices in Social studies". In: Gericke, N., Hudson, B., Olin-Scheller, C. & Stolare, M. (2022). Researching Powerful Knowledge and Epistemic Quality across School Subjects, pp. 117-136. London: Bloomsbury. Sahlström, F., Tanner, M. & Valasmo, V. (2019). Connected youth, connected classrooms. Smartphone use and student and teacher participation during plenary teaching. Learning, culture and social interaction, 21, 311-331. Strate, L. (2017). Media ecology. An approach to understanding the human condition. Peter Lang.

Based on practice theory, the Graduate School "Subject-Specific Learning and Interaction in Elementary School" (Fachlichkeit und Interaktionspraxis im Grundschulunterricht, INTERFACH) understands classroom activities as "nexus of doings and sayings” (Schatzki, 1996, p. 89). This brings into view the empirically observable connection of interrelated behaviors (Breidenstein, 2021, p. 936), which is not limited to verbal language references. Instead, the bodies, material things, and spatial arrangement can also be studied as elements of the social enactment reality of teaching and learning (Schmidt, 2018). In this way, we consider school learning as an interplay of practices of interaction organization, structuring, and task processing. With the practices of interaction organization, not only the difference of the interaction roles 'teacher' and 'student' is constituted, but also 'teaching' as mediation and acquisition. At the same time, the general features of interactional order among participants characterize the performance and direct it towards the stabilization, and maintenance of interaction (Vanderstraeten, 2001). Practices of structuring, with which the teacher selects and tailors a topic or problem for teaching, contour the subject matter. Usually, the content of the lesson is presented to the students in the form of tasks. Task processing practices are characterized by routine and lean towards pragmatics and efficiency (Breidenstein & Rademacher, 2017; Lipowsky & Lotz, 2015). With regard to subject-specific learning, two central questions arise. First, it must be clarified how different practices relate to each other on the micro level and which tensions, overlaps, and alterations emerge in the situational interplay. If learning is thought of as complex integrative practices that are linked by a teleoaffective structure, the single practices might be the matter of transformation (Schatzki, 1996, p. 98). If one assumes that each practice has an inherent logic of its own, the interplay of practices can also be described with the metaphor 'interference' (Breidenstein, 2021, p. 934). Thus, the proficiency level associated with the way content is presented in the textbook or by the teacher could e.g., be 'superposed' by the pragmatics and efficiency of task processing (Martens & Asbrand, 2021). Therefore, secondly, it is necessary to ask about the consequences that the interplay of practices has for subject-specific learning. In the presentation, we explore these two questions and relate our reflections to a videotaped classroom scene from elementary school, which was collected as part of the INTERFACH video study. In terms of subject-specific learning, we refer to mathematics and to language learning.

Breidenstein, G. (2021). “Interferierende Praktiken. Zum heuristischen Potenzial praxeologischer Unterrichtsforschung.” Zeitschrift für Erziehungswissenschaft, 24(4), 933–953. Breidenstein, G., & Rademacher, S. (2017). Individualisierung und Kontrolle. Empirische Studien zum geöffneten Unterricht in der Grundschule. Springer VS. Lipowsky, F. & Lotz, M. (2015). Ist Individualisierung der Königsweg zum Lernen? Eine Auseinandersetzung mit Theorien, Konzepten und empirischen Befunden. In G. Mehlhorn, F. Schulz & K. Schöppe (Eds.), Begabungen entwickeln & Kreativität fördern (pp. 155-219). Kopaed. Schatzki, T. (1996). Social Practices. A Wittgensteinian approach to human activity and the social. Cambridge University Press. Schmidt, R. (2018). Praxeologisieren. In J. Budde, J.M. Bittner, A. Bossen & G. Rißler (Eds.), Konturen praxisttheoretischer Erziehungswissenschaft (pp. 20–31). Beltz Juventa. Martens, M., & Asbrand, B. (2021). "Schülerjob" revisited: Zur Passung von Lehr- und Lernhabitus im Unterricht. Zeitschrift für Bildungsforschung, 11(1), 55-73. Vanderstraeten, R. (2001). “The School Class as an Interaction Order.” British Journal of Sociology of Education, 22(2), 267–277.

The symposium is interested in the empirically observable tensions between the interaction order (Goffman 1983) necessary for the accomplishment of teaching practice and demanding subject-related tasks that potentially challenge an established order. Although the classroom interaction order is aligned with the organisational purpose of enabling (subject-related) learning, it also seems to function independently and even potentially in tension with challenging tasks: “it has a life on its own and makes demands on its own behalf” (Vanderstraeten 2001, p. 273). This tension is also noticeable if we look at teaching and learning practices from different research traditions and perspectives. Looking at a classroom from the perspective of the classroom order or either with a viewpoint of the generic quality of instruction (e.g., Praetorius et al. 2018), one may assess a particular lesson as efficient and well-managed. In contrast, the same lesson might appear profoundly deficient and inefficient from a didactical, content-based point of view (Breidenstein & Tyagunova 2020; Schlesinger et al. 2018). Findings from research on classroom management show that demanding and challenging tasks also pose greater difficulties for classroom management: “In response to these threats to order, teachers often simplify task demands or lower the risk for mistakes” (Doyle 2006, p. 111). Practices of classroom management and practices of learning operate thus in different logics and may be in tension with each other.

In order to make these tensions empirically visible within the symposium, a selected lesson recorded on video will be analysed using different analytical and methodological approaches. Video studies have become an important resource for the analysis of teaching processes and practices in recent years. This is reflected in the large number of international video studies within Europe (e.g., Klette et al. 2022) and beyond (e.g., Opfer 2022) that focus on more or less subject-specific aspects of teaching. Accordingly, there is a certain consensus in classroom research that the observation of instructional interactions requires direct analysis of teaching processes themselves (Opfer 2022). Video studies, therefore, seem particularly suitable for considering both the perspective of the teachers and that of the students, as well as the interactive interconnectedness of teaching and learning practices and the involvement of material things. Based on these assumptions, we will look at the relationship between teachers' “instruction practices” (Klette et al. 2022) and students' learning practices, addressing the following questions:

- What subject-specific processes and practices can be identified based on video observations of classroom interaction?

- Which phenomena of classroom order and which aspects of subject-related teaching and learning processes become visible with the help of particular analytical and methodological approaches and which are ‘overlooked’ or not taken into account at all?

- How do different camera perspectives affect the analysis of interactive processes and interactions in the classroom?

The empirical video data for the joint analysis came from the Research Training Group 2731 Subject Specific Learning and Interaction in Elementary School (INTERFACH), granted 2022 by the German Research Foundation (DFG). A special feature of the study’s video data is that, in addition to the classic teacher and student camera, the data collection was expanded to the extent that individual pairs of students were additionally recorded with several action cams in the classroom. The material comes from a 3rd grade math lesson in Germany. The students work on ‘arithmetic triangles’ and are asked to identify a pattern in the triangles they have calculated at the end of the lesson The aim of the symposium will then be to compare the analyses of this joint video to find out if and how the different methodological approaches can lead to different and/or similar results.

In this presentation, the empirical video data will be analyzed with the Protocol for Language Arts Teaching Observation (PLATO) manual, a thoroughly validated protocol originally developed to observe key dimensions of effective language arts teaching (Grossman, Loeb, Cohen, & Wyckoff, 2013). The PLATO framework has been used across subjects and countries, often to say something about the overall quality of the instruction or to dig deeper into specific aspects of instruction (Cohen, 2018; Klette & Blikstad-Balas, 2018; Magnusson, Roe, & Blikstad‐Balas, 2019; Stovner & Klette, 2022). PLATO consists of 12 different elements (for example “purpose”, “classroom discourse”, “feedback” and “intellectual challenge”), and each of these is scored every 15 minutes by a certified coder on a scale from 1-4. For this presentation, the video provided for joint analyses will be analyzed through PLATO. We will first provide an overview of the total picture provided by PLATO by looking at all the elements, before going into a few selected elements that highlight particular aspects of the video. The phenomena and classroom practices that “stand out” by applying PLATO will be discussed. As all observation systems highlights some features at the expense of others (Bell, Dobbelaer, Klette, & Visscher, 2019; White, Luoto, Klette, & Blikstad-Balas, 2022), we will attempt to make any tensions between what is empirically visible in the video, and what is captured and measured by the manual, a starting point for further discussion. In particular, we will pay attention to the explicit teaching practices favored by PLATO, and the degree to which student perspectives are taken into account in the scoring. We will provide examples from the PLATO scoring where students are clearly taken into account, for example when measuring their opportunities to talk in the measurement of the “classroom discourse” element, and instances where it is more challenging to establish that student voices are a part of the assessment.

Bell, C. A., Dobbelaer, M. J., Klette, K., & Visscher, A. (2019). Qualities of classroom observation systems. School effectiveness and school improvement, 30(1), 3-29. Cohen, J. (2018). Practices that cross disciplines?: Revisiting explicit instruction in elementary mathematics and English language arts. Teaching and Teacher Education. Grossman, P., Loeb, S., Cohen, J., & Wyckoff, J. (2013). Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education, 119(3), 445-470. Klette, K., & Blikstad-Balas, M. (2018). Observation manuals as lenses to classroom teaching: Pitfalls and possibilities. European Educational Research Journal, 17(1), 129-146. Magnusson, C. G., Roe, A., & Blikstad‐Balas, M. (2019). To what extent and how are reading comprehension strategies part of language arts instruction? A study of lower secondary classrooms. Reading Research Quarterly, 54(2), 187-212. Stovner, R. B., & Klette, K. (2022). Teacher feedback on procedural skills, conceptual understanding, and mathematical practices: A video study in lower secondary mathematics classrooms. Teaching and Teacher Education, 110, 103593. White, M., Luoto, J., Klette, K., & Blikstad-Balas, M. (2022). Bringing the conceptualization and measurement of teaching into alignment. Studies in Educational Evaluation, 75, 101204.

This contribution will rely upon the Joint Action framework in Didactics (JAD) to characterize continuities and discontinuities in the process of construction of a shared reference in classroom transactions (Schubauer-Leoni et al, 2007; Ligozat et al, 2018; Marty et al, in press). Initially built as a tool for describing and understanding teaching and learning practices in different subjects and/or different contexts (Sensevy, 2011; Ligozat, 2023), the JAD framework combines an epistemological analysis of the contents at stake in the instructional tasks and a situated analysis of the meaning-making process generated in the enactment of tasks by the teacher and the students. This latter analysis is supported by a couple of generic concepts featuring the situation encountered by the classroom participants. (1) The milieu consists of the material and symbolic environment that the teacher or students acts upon, use, talk about, interpret, etc. For a given environment (seen by the observer), the milieu may be different for the teacher and the students or between students; each one can use different elements or give different meaning to the same element. (2) The didactic contract features the interdependent actions of the teacher and the students in the classroom. These actions are based on a system of habits, norms, and expectations. Most of the components of this system are played implicitly in the classroom transactions, unless one of the participants does not act according to them (breach in the didactic contract), and hence make the rules, norms and expectations visible in the “response” of the others. The contract and its evolution are rooted in the regularities of students’ and teacher’s behaviors (that are the studied classroom events) and their evolutions (Brousseau, 1997). Through the data provided, the articulation of both the epistemological features of the task and the situated meaning-making process that takes place in solving the tasks will be performed. Since didactic joint actions are not common actions, but interdependent lines of actions between the teacher and the students, it is possible to consider different participants’ perspectives in the process of building a shared reference. This allows to discuss certain criteria of teaching quality, such as the opportunities given to the students in participating to the knowledge content development and the consistency of the shared reference built, with respect to the expected learning outcomes of tasks.

Brousseau, G. (1997). Theory of Didactical Situations in Mathematics. Didactique Des Mathématiques, 1970-1990. Kluwer Academic Publ. Ligozat, F. (2023). Comparative Didactics. A Reconstructive Move from Subject Didactics in French-speaking Educational research. In F. Ligozat, K. Klette, & J. Almqvist (Éds.), Didactics in a Changing World. European Perspective on Teaching, Learning and the Curriculum. (p. 35 54). Springer. https://link.springer.com/book/9783031208096 Ligozat, F., Lundqvist, E., & Amade-Escot, C. (2018). Analysing the continuity of teaching and learning in classroom actions : When the joint action framework in didactics meets the pragmatist approach to classroom discourses. European Educational Research Journal, 17(1), 147 169. https://doi.org/10.1177/1474904117701923 Schubauer-Leoni, M.-L., Leutenegger, F., Ligozat, F., & Flückiger, A. (2007). Un modèle de l’action conjointe professeur-élèves : Les phénomènes didactiques qu’il peut/doit traiter. In G. Sensevy & A. Mercier (Éds.), Agir ensemble. L’action conjointe du professeur et des élèves (p. 51 91). Presses universitaires de Rennes. Sensevy, G. (2011). Overcoming Fragmentation : Towards a Joint Action Theory in Didactics. In B. Hudson & M. A. Meyer (Éds.), Beyond Fragmentation : Didactics, Learning and Teaching in Europe (p. 60 76). Barbara Budrich Publishers.

In our contribution, we will look at the relationship between teachers’ instruction practices and students’ learning practices from two methodological perspectives: documentary method and ethnomethodology. The documentary method allows us to reconstruct individual and collective emergent phenomena as well as students’ subject-specific skills and knowledge (Martens & Asbrand 2022) in the classroom. While ethnomethodology examines local education orders and procedures of everyday organisation of classroom activities and instruction-in-interaction (Hester & Francis 2000). Most studies within these two methodological approaches have so far focused primarily on teachers’ instruction (for overview, see Gardner 2019), or solely on classroom public conversations. The question of how ‘learning’ – not in the sense of a product of certain procedures and classroom activities, but as a learning process – can be empirically observed has only become the subject of more detailed analysis in recent years (e.g., Eskildsen & Majlesi 2018; Hackbarth et al. 2022). From the perspectives of documentary method and ethnomethodology, ‘learning’ is not only to be conceived as a cognitive, individual-bound process, but as a socially constituted phenomenon – as a contingent and complex process of changes, constituted in interaction, imbued with pragmatic orientations, and accomplished with the help of various semiotic resources (linguistic, interactional, nonverbal, graphic, etc.). It can be analysed in terms of procedures of communicative representation of knowledge or conceptualizable as “learning moments” (Moutinho & Carlin 2021) or as an actionist practice of understanding and interpreting (Hackbarth et al. 2022), which is particularly evident in peer learning situations in the classroom. Drawing on these perspectives on the social emergence of learning and based on the concrete empirical video data from the symposium, we will focus on two questions. First, how are different instructional resources (specific didactical tools, material objects, verbal accounts, non-verbal actions etc.) used by the teacher to explicate a specific subject-related school knowledge and to facilitate its understanding by the students? Second, how do students’ representations of knowledge and understanding, or changes in understanding, correspond to characteristics of the learning environment and instructive activities of the teacher? This focus makes it possible to consider the tension between the teacher-intended or facilitated impulses or tasks in relation to the students’ processing of these, for example in cooperative student-student interactions. At the same time, this enables an empirical description of phenomena such as students’ understanding of a particular subject-matter learning content.

Eskildsen, S. W., & Majlesi, A. R. (2018). Learnables and teachables in second language talk: Advancing a social reconceptualization of central SLA tenets. Introduction to the special issue. The Modern Language Journal, 102, 3–10. Gardner, R. (2019). Classroom interaction research: The state of the art. Research on Language and Social Interaction, 52(3), 212–226. Hackbarth, A., Asbrand, B., & Martens, M. (2022). Learning as a Relationship Between Understanding and Interpretation. The Acquisition of Knowledge in Actionist Practices. In M. Martens, B. Asbrand, T. Buchborn, & J. Menthe (Hrsg.), Dokumentarische Unterrichtsforschung in den Fachdidaktiken: Theoretische Grundlagen und Forschungspraxis (S. 39-53). Wiesbaden: Springer VS. Hester, S., & Francis, D. (eds.) (2000). Local education order: Ethnomethodological studies of knowledge in action. Amsterdam: John Benjamins. Moutinho, R., & Carlin, A. P. (2021). 'Learning Moments' as Inspectable Phenomena of Inquiry in a Second Language Classroom. Problems of Education in the 21st Century, 79(1), 80–103. Martens, M., & Asbrand, B. (2022). Documentary Classroom Research. Theory and Methodology. In M. Martens, B. Asbrand, T. Buchborn, & J. Menthe (Hrsg.), Dokumentarische Unterrichtsforschung in den Fachdidaktiken: Theoretische Grundlagen und Forschungspraxis (S. 19–38). Wiesbaden: Springer VS.