Viveca Lindberg & Janne Kontio

Since the 1990s, Swedish upper secondary vocational education and training (USVET) programmes of three years’ duration have included 15 weeks of work-based learning (WBL). A formal requirement is that WBL is carried out in collabora-tion with schools in order to realise curriculum objectives related to vocational knowing. From the outset, this arrangement has been associated with recurring challenges, as few enterprises have a tradition of assuming educational responsi-bility of this kind. Moreover, despite long-standing policy expectations, research on school–workplace collaboration in WBL is limited and fragmented, addressing different VET programmes, regions and time periods. As a result, recent policy ini-tiatives aimed at strengthening WBL tend to rely on models derived from “success stories” in countries with different traditions of partnership, or on normative as-sumptions rather than empirically grounded knowledge.This Symposium is based on a R&D-project that functions as an umbrella initiative, funded by Stockholm Teaching & Learning Studies. VET teachers from different schools and vocational programmes contribute case studies focusing on mapping, analysing and developing local practices of school–WBL collaboration, with particular attention to aspects of vocational knowing identified as in need of further development.

Re-designing an assignment intended as a boundary object related to financial aspects of Flower Delivery for increased plasticity

Camilla Gåfvels, Susanna Holdar & Viveca Lindberg

Workplace-based learning (WBL) was formalised in Swedish upper secondary vo-cational education (USVET) in the late 1990s, with a requirement of at least 15 weeks of workplace training in three-year programmes. Early evaluations reported difficulties in establishing partnerships with employers, influenced by regional business structures, company size, and teacher–industry networks. Curriculum requirements linking WBL to specific courses further constrained companies’ ca-pacity to provide relevant work tasks. This paper reports on the continuation of an R&D project (Holdar 2025), aimed at furthering the formation of students voca-tional knowing as integrated between school and WBL. In earlier phases, we identi-fied that financial aspects of vocational knowing were not made available to stu-dents, either in school or during WBL. Therefore, an assignment was constructed, based on the idea of a boundary object between school and workplace contexts.  (Paul et al., 2025). A prototype assignment designed to reveal financial factors in flower shops focused on flower deliveries. To complement these findings, further interviews with supervisors were conducted concerning both the prototype as-signment and local routines related to flower deliveries. These interviewdata, com-bined with longitudinal ethnographic data (Gåfvels, in progress), indicated that the assignment lacked sufficient plasticity (Star & Griesemer, 1989) to accommodate diverse flower shop practices. This paper presents key aspects of flower delivery practices that should be considered in a redesigned assignment to achieve the required plasticity. The revised assignment is expected to function more effectively as a boundary object, as it is based on processes of mutual co-construction.

Ethical dilemmas in professional practice for aspiring animal caretakers with focus on dog keeping

Mija Jansson & Janne Kontio

The dog sector is one of the fastest growing sectors within the Swedish animal care industry (Djurbranschens Yrkesnämnd, 2022). In 2025 the Swedish National Agency for Education made Dog Studies a compulsory subject in the Natural Re-source Use Programme, orientation Animal [pet] Care. This national orientation re-cruits the largest share of applicants (≈33%), despite the programme’s small over-all size (recruiting 3.8% of all USVET students). The aim of this study is to highlight the potential ethical gap that may arise when students encounter practices during workplace-based learning that do not always align with the ethics conveyed in school-based teaching. Method: semistructured, qualitative interviews with supervisors were analaysed for patterns of similarity and variation in perceptions re-garding ethics in dog keep-ing, as well as the demands and expectations placed on students.The tentative findings concern workplace rules for interactions with dogs, applied training principles, and whether modifying clients’ dogs’ behavior is considered part of professional practice. There is consensus on the importance of low arousal in dogs; however, approaches differ. In line with the school’s values, most work-places report an evidence-based approach, grounded in scientific role models and environmental adjustments to facilitate successful outcomes, whereas one workplace diverges by relying on leadership and dominance theories. Based on these themes, conclusions about gaps and potential needs for development as well as identification of mutual responsibilities of the school respective workplac-es for closing these gaps are presented.

Instructors – invisible but important actors in in the formation of Swedish animal care givers

Annika Hemingstam & Viveca Lindberg

Instructors constitute a group of paraprofessional staff employed as animal care providers across all agricultural orientations in the Natural Resources Programme (NRP), one of the Swedish upper secondary VET programmes. Their work primarily concerns the care of animals in school-based facilities. Although instructors are occasionally mentioned in reports and research, they are typically discussed in other fields, such as sports, and searches in Swedish and international databases reveal a scarcity of research specifically addressing this staff group.In a previous R&D project (Christidis et al., 2024), we found that instructors also played an important role in mathematics education. Building on these findings, observations of instructors’ work with students, complemented by interviews with them, indicated that animal care providers contribute substantially to students’ vocational formation in preparing them for workplace-based learning (WBL) – a contribution to students’ vocational Bildung (Lindberg & Hemingstam, 2023).This paper reports on a review on historical traces of how this staff group became involved in vocational education and training (VET). Searches were conducted in Swedish and international databases and in grey literature like Swedish governmental reports related to decisions on the historical development of agricultural VET. Despite constituting a substantial proportion of staff within the NRP (32% of the total staff, N = 413, nationally), findings specifically addressing their work are virtually non-existent. When mentioned in reports, instructors are associated with students’ positive evaluations but otherwise not mentioned (Göransson & Lundqvist, 2019). Finally, the study explores whether similar paraprofessional actors exist in comparable VET programmes in other Nordic countries.

Change Laboratory (CL), baserad på Engeströms (2014) teori om expansivt lärande och verksamhetsteori, är en interventionsdriven metod för kollektiv transformation av praktiker genom analys av systemiska motsättningar. Denna presentation belyser CL:s potential och utmaningar som metodologisk ansats i praktik- och undervisningsnära forskning, exemplifierat genom ett projekt om undervisning i ämnet musik för elever med intellektuell funktionsnedsättning (IF) i anpassad grundskola (AG-skola).

Projektet adresserade en central utmaning för musikundervisningen i AG-skolan: endast 5,4 % av musiklärarna var behöriga (2023–2024), vilket innebär en risk för att elever med IF inte får tillgång till avsedd musikalisk kunskapsutveckling. Syftet var att forskare och tre behöriga musiklärare kollaborativt skulle utveckla en didaktisk kunskapsprodukt för lärare som undervisar musik i AG-skolan med begränsat ämnes- och ämnesdidaktiskt kunnande.

CL-processen omfattade tre faser: (1) produktion av spegeldata i form av videoinspelade lektioner, intervjuer och historiska data, exempelvis forskningsöversikter; (2) kollektiva möten (10 × 120 minuter) för iterativ analys av spegeldata i syfte att identifiera systemiska motsättningar; (3) modellering av kunskapsprodukter. Tre centrala motsättningar identifierades: (a) konflikter mellan färgnotationssystemen Bunne och Chroma Notes, där den avsedda förenklingen istället krävde att elever växlade mellan två system; (b) materiella och organisatoriska villkor, såsom delade klassrum, brist på anpassade instrument och schematekniska hinder; (c) en diskrepans mellan lärarnas allmändidaktiska principer och deras ämnes- och ämnesdidaktiska kunnande, synliggjord genom handlingar som pulsmarkering med foten, urskiljande av elevinitierad rytmimprovisation på djembetrummor, dirigerande gester för att förändra gruppens rytm samt omstämning av instrument för pentatoniskt musicerande. Resultatet visade att kunskapsprodukter för obehöriga musiklärare förutsätter grundläggande ämne- och ämnesdidaktiskt kunnande.

CL-metoden synliggör både styrkor, såsom lärarnas aktiva deltagande och förändringspotential, och begränsningar, exempelvis tidskrävande processer, behov av expertkunskap och beroende av yttre villkor. Bidraget visar hur metoden kan synliggöra ofta outtalat musikaliskt och musikdidaktiskt kunnande i praktiken och därigenom stödja långsiktig undervisningsutveckling bortom ytliga allmändidaktiska råd samt motverka att musikundervisning reduceras till underhållning och trivsel.

I kapitlet undersöks hur fyra tidiga slöjdpedagoger (Salomon, Lundin, Nordenfelt, Malmsten) beskrev slöjdämnet i relation till dikotomin teori-praktik. Det unika bidraget är användningen av begreppshistorisk analys (Kosellecks synkron/diakron tid) för att visa att dessa begrepp uttrycktes som integrerade snarare än motsatta. Slöjden framstod som en integrerad process där kognitiv bearbetning, kroppsligt arbete och sinnesträning växelverkade. Analysen visar en historisk glidning, där slöjden försköts från teknisk färdighet mot att bli ett medel för personlighetsutveckling och hela människans (ut)bildning.

Syftet med studien var att identifiera vad elever har svårt att urskilja i inflammationsprocessen genom att undersöka vilka kritiska aspekter som är centrala för att de ska utveckla en förståelse av samverkan mellan makro och mikronivå, samt att undersöka hur undervisningen kan hantera dessa aspekter för att skapa förutsättningar för en sådan förståelse. Studien är en learning study med variationsteori. Resultatet visar tre kritiska aspekter i undervisningen: (a) inflammationens tidsförlopp, (b) kroppens reaktioner på makro- och mikronivå, samt (c) skillnaden mellan infektion och inflammation. Genom förändringar i undervisningsdesignen, med exempelvis visuella representationer och kroppslig förflyttning, utvecklades elevernas förståelse. Artikeln bidrar med didaktiska strategier kring komplexa fysiologiska processer i yrkesutbildning. Betydelsen av variation och invarians betonas där orsaker, kontexter och uttryck för inflammation varierades. Inflammationsprocessens grundläggande mekanismer samt relationen mellan makro- och mikronivå hölls invariant, tillsammans med språkliga förklaringar, visualiseringar, sinnesintryck och sammanfattningar som stöd för processförståelse.

The aim of the study was to identify what students find difficult to discern in the inflammatory process by examining which critical aspects are central for developing an understanding of interaction between macro- and microlevels, and how teaching can address these aspects to create conditions for such understanding. The study was a learning study with variation theory. The results identify three critical aspects in teaching: (a) a temporal understanding of the inflammation process, (b) awareness of body reactions on different levels, and (c) the distinction between infection and inflammation. Through changes in instructional design, including visual representations and bodily movement, students’ understanding developed. The article contributes didactic strategies for vocational education. Emphasis is placed on variation and invariance: causes, contexts, and expressions of inflammation varied. Core inflammatory mechanisms and macro-micro relationships remained invariant, supported by explanations, visualizations, sensory input, and summaries supporting students’ process understanding.

I detta bidrag granskas förändringar av behörighetskrav för tillträde till svenska lärarutbildningar inom den textila sektorn, från införandet av grundskolan och den sammanhållna gymnasieskolan fram till idag.Redan under 1940-talet anställdes lärarinnor med textila utbildningar både inom folkskolan ochyrkesutbildningar. Statistik från läsåret 1945/1946 visar att 23 av de sju procent kvinnliga yrkeslärare idåtidens verkstadsskolor hade utbildning till yrkes-, handarbets- eller skolkökslärarinna, medanytterligare 15 genomgått slöjdlärarkurser vid Nääs (SOU 1947:55).Under åren 1995–1998 publicerade Skolverket årligen Skolan i siffror, som 1999–2003 ersattes avBarnomsorg och skola i siffror. Av dessa framgår att cirka 90 slöjdlärare var tillsvidareanställda inom gymnasieskolans textila program, medan ett tiotal hade tillfälliga anställningar. Formellt finns slöjd inte som ämne i gymnasieskolan, och slöjdlärare kan därför inte få behörighet att undervisa där. Trots detta förekommer textila ämnen inom Estetiska programmet (högskoleförberedande) samt Hantverks- och Industritekniska programmen (yrkesprogram). Förundervisning inom högskoleförberedande program krävs minst 90 högskolepoäng i relevant ämne som konsthantverk, design eller textilvetenskap, medan undervisning inom yrkesprogram förutsätter yrkesutbildning, yrkeserfarenhet och yrkeslärarutbildning (Borg, 2016). Studien undersöker hur olika utbildningsvägar inom det textila området påverkar möjligheterna tilllärarbehörighet, från gymnasieval till vidare studier inom folkhögskolor, yrkeshögskolor och högskolor.Den belyser även vilka återvändsgränder som skapats i utbildningssystemet och vilka möjligheter somfinns att byta spår för den som vill bli slöjd-, yrkes- eller gymnasielärare inom textil under 2020-talet.Syftet är att analysera hur utbildningar inom det textila området och deras värde för fortsatta studierförändrats från 1970-talet till 2025.

Teoretiskt utgår studien från Balls (1994, 2021) kritiska policyanalys, med fokus på utbildningarsvärde och status. Empirin bygger på dokumentanalys av statliga utredningar, sekundäranalys av tidigareforskning samt kvalitativa intervjuer med personer som har textila utbildningar och senare valtlärarutbildning med textil inriktning.4-5. Preliminära resultat visar att senare reformer skapat återvändsgränder för dem som inte redan vid16 års ålder förstått konsekvenserna av sina val. På policynivå tycks beslutsfattarna ha haft begränsadkunskap om den textila utbildningssektorn som helhet. Studien bedöms ha relevans som underlag förframtida nordiska jämförelser.

Referenser

Ball, S. J. (1994). Education Reform: A Critical and Post-structural Approach. Open University Press

Ball, S. J. (2021). The education debate. Policy press.

Borg, K. (2016). Vem har makten och ansvaret för utveckling eller avveckling av ett skolämne? Reformeroch förändringar i slöjdundervisning och slöjdlärarutbildning 1960–2011. Tilde nr 16, s. 29–86.

Braun, V. & Clarke, V. (2020): One size fits all? What counts as quality practice in (reflexive) thematicanalysis? Qualitative Research in Psychology, 18(3), 328-352.

SOU 1947:55. Utredning med förslag angående utbildning av lärare för industri och hantverk vidanstalter för yrkesundervisning m.m. av Överstyrelsen för yrkesutbildning. Ecklesiastikdepartementet

Abstrakt

Forskningsprojektet har undersökt hur musikundervisningen kan förbättras i anpassad grundskola (AG-skola) i vilken elever med intellektuell funktionsnedsättning (IF) utbildas. Skolformen saknar ofta behöriga musiklärare – under 10% procent av dem som undervisar i musik har formell behörighet. Projektet använde metoden Change Laboratory för formativa interventioner där forskare och formellt behöriga musiklärare tillsammans analyserar aspekter möjliga att utveckla i musikundervisningen. AG-skolan ska enligt skollagen ge eleverna förutsättningar till kunskapsutveckling efter deras förmåga. Men musiklektioner drivs ofta av lärare som saknar behörighet, vilket påverkar kvaliteten och riskerar att musikundervisningen fokuserar på en social funktion medan utvecklingen av det musikaliska kunnandet underordnas. Projektets mål var att skapa en didaktisk kunskapsprodukt, exempelvis planeringar, uppgifter eller principer, användbara för andra musiklärare. Forskningsfrågorna gällde vad musiklärarna såg som önskvärt musikaliskt kunnande och vad i undervisningen som främjar det. Projektet hade en verksamhetsteoretisk inramning. Filmade lektioner, intervjuer och tio möten genomfördes, där lärarna analyserade sin praktik tillsammans med forskarna. Analysen visade motsättningar a) i användningen av två olika färgnotationssystem, b) mellan läraruppdraget och förutsättningar i scheman, lokaler och tillgång till redskap och elevgruppernas sammansättning och c) i lärarnas medvetenhet om didaktiska principer för undervisningens genomförande. I samtal dominerade förslag om allmändidaktiska strategier exempelvis struktur, delaktighet och trygghet, medan lektionsvideorna synliggjorde lärarnas ämnesspecifika så kallade "tysta kunnande". Hit hör exempelvis intuitiva musikaliska grepp, som att markera puls med foten, improvisera med elever eller stämma instrument i pentatonisk skala för att möjliggöra musikalisk upplevelse. Projektets grundidé om att outbildade och musikaliskt okunniga lärare enkelt kan stödjas i sitt undervisningsuppdrag inom ämnet musik har genom projektet visat sig vara ohållbar. Undervisning i ämnet musik kräver grundläggande musikaliskt kunnande om undervisningen ska ha potential att möjliggöra elevers musikaliska utveckling. Att anpassa musikundervisningen för elever med IF kräver förvisso allmändidaktiska kunskaper om inkluderande undervisning men än mer avgörande är ett djupt ämnesdidaktiskt kunnande.

Although vocational didactics has a long history outside Sweden, but within Sweden this concept was first introduced by Lennart Nilsson (1986), as part a chapter in the first part of a book series comprising three volumes. However, this must be understood against the backdrop of the Swedish educational history of teacher education, where the subject "teaching practice" (metodik) was implemented in teacher training for compulsory school (grades 1 to 9) in 1842 and abandoned in 1988. For upper secondary school, the teaching subject(s) dominated. Teaching practice was considered less important for these teachers and therefore a minor part (Murray, 1999). Even though the first VET-teacher education was founded in 1920, it survived only for a few years and re-appeared in the 1960s. In line with other Swedish teacher education programmes, teaching practice became part also of VET-teacher education (Larsson, 1991, 1995). Therefore, vocational didactics must be interpreted as part of the national context for the concept of subject didactics and the tensions related to its the implementation. However, while subject didactics became the focus of research in several general subjects, the interest in vocational didactics was scarce. In 2006, there were a handful of studies focusing teaching-learning in Swedish VET, representing decades from 1986–2004, different programmes and subjects. The issue of this paper is to contribute with aspects of how research on vocational didactics and the tandem interest for vocational subject didactics has developed since its implementation and the tensions that have emerged in different uses of the concept(s).

When the school subject sloyd was introduced as a compulsory subject in Swedish schools in 1955, itwas justified politically as a practical subject (SOU 1946:15). This one-sided view of the subject has cometo characterize how sloyd is perceived in society (cf. Säljö 2021), as well as how many sloyd teachersunderstand the subject (Berge, 1992; Jeansson, 2017). The most recent curriculum (Lgr22) states, forexample, that students should be given the opportunity to develop knowing in the production process(Skolverket, 2022). Molander (1996, 2015) is one of those who has criticized dichotomies such as theory–practice. His work on practice of knowing and knowing in practice has inspired sloyd educational researchers such as Johansson (2002). In this contribution, we aim to take the discussion further by incorporating Ramirez’s (1995) interpretation of Aristotle’s forms of knowledge: theoria–episteme, poiesis–techne, and praxis–phronesis. The aim for this paper is to investigate which aspects of students’ knowing sloyd teachers focus on in relation to two sloyd objects: a bentwood box and a tote bag with appliqué.

The study is based on qualitative, material-based interviews with nine certified sloyd teachers,analyzed through reflexive thematic analysis. This analysis resulted in seven themes, which were theninterpreted using Ramirez’s reading of Aristotle. Overall, the preliminary results show that the classical dichotomy of theory–practice is interwoven in the teachers’ descriptions of the knowing expressed through the two sloyd objects. Using Ramirez as an analytical framework, we argue that a more nuanced understanding of how different forms of knowing are expressed in the teachers’ descriptions emerges.The type of interviews, where teachers are not expected to articulate themselves in terms of theory–practice, helps to reveal how various forms of knowing interact in their descriptions of the two sloydobjects. This also resonates with what Swedish sloyd educators at the turn of the 19th to 20th century emphasized as specific to sloyd (Herger 2025).

This contribution may be of interest to Nordic research by highlighting how students’ knowing is described and valued in relation to concrete sloyd objects. It raises questions about epistemological perspectives in the subject of sloyd, where the interplay between cognitive, bodily, sensory, and aesthetic dimensions is often overlooked or fragmented in subject research. By analyzing how theory–practice interact in sloyd teachers’ descriptions, and by focusing on the concrete content of the makingof two sloyd objects, this paper contributes to further discussions on how different forms of knowing are recognized and understood within sloyd education.

Main references

Barman, L., & Weurlander, M. (2024). Tematisk analys. In A. Fejes & R. Thornberg (Red.), Handbok i kvalitativa analys (4.uppl., s. 36–62). Liber.

Herger, L.-M. (2025). Användning och förändring av begreppsparet teori–praktik i svensk slöjdpedagogiskforskning: En begreppshistorisk analys. Techne Serien, 32(1), 73–88.

Molander, B. (1996). Kunskap i handling. Daidalos.

Ramírez, J. L. (1995). Skapande mening: En begreppsgenealogisk undersökning om rationalitet,vetenskap och planering [Doktorsavhandling, Stockholm universitet].

SOU (1946:15). 1946 års skolutredningens betänkande och utredningar. Ecklesiastikdepartementet.

Introduction

Academic literacy in higher education has been widely studied, but less attention has been given to literacy practices within professional programmes such as nursing education. This study aimed to analyze one Swedish undergraduate nursing programme regarding the presence of academic and professional literacy, and secondarily to explore students’ note-taking as a component of literacy practices.

Methods

The study employed a descriptive and exploratory design, analyzing curriculum documents and surveying nursing students. An analysis of the intended curriculum (course syllabi) of a three-year undergraduate nursing programme at Karolinska Institutet was conducted to identify explicit and implicit literacy components. A digital questionnaire focusing on note-taking practices was distributed to second-semester students (n = 67; response rate 40%). Closed questions were analyzed using descriptive statistics, while open-ended responses underwent qualitative content analysis.

Results

The curriculum analysis demonstrated that academic literacy was primarily addressed through scientific writing, group projects, and thesis work, particularly in the first two and final two semesters. Professional literacy was integrated across all semesters and included communication with patients, families, and interprofessional teams, documentation, and interpretation of professional texts. Surveyed students reported frequent note-taking, primarily during lectures and prior to examinations, using both pen and paper and digital devices, with a preference for pen and paper. Qualitative data indicated that students use note-taking mainly to support memorization, understanding, and exam preparation, with limited focus on professional literacy needs.

Conclusion

The nursing curriculum integrates both academic and professional literacy practices, although with different emphases across the study period. Students’ current note-taking practices are predominantly academically oriented. These findings highlight the need for more explicit integration and scaffolding of both academic and professional literacy throughout nursing education to better prepare students for their future professional roles, i.e., for clinical communication, documentation, and interprofessional collaboration essential to safe and effective patient care.

International classroom studies on music education for children and youth (6–15 years old) with intellectual disabilities (ID) is scarce (Berthén et al., 2022). In the Swedish Compulsory School for Pupils with Intellectual Disabilities (CSID), over 90% of those who teach music are not fully qualified. Observations during local school development projects reveal that children' s songs, disregarding age, seem common. Simultaneously, organisations outside school in various countries show that other approaches could challenge sung teaching practices. Against this backdrop, a small-scale Change Laboratory of 12 months duration was designed and funded. The aim for this paper is to firstly describe and discuss the design of an online CL (Bligh, 2023) with three qualified music teachers working in the CSID. Secondly, the experiences of the stages 1–3 of this CL as well as to present the preliminary results of the analysis of historical and the actual empirical data (stage 2 – cf. Virkkunen & Newnham 2013). The project that this paper is part of, aims at collaborative development of knowledge products (Morris & Hiebert, 2011) shareable for non-qualified music teachers in CSID, that is, co-creation of assignments that contribute to formation of musical knowing for this group of pupils.

EXTENDED ABSTRACT

In this paper we present experiences of an online CL (Bligh, 2023) with music teachers in the CSID, and the preliminary results from an ongoing study concerning music education for children with ID in Sweden. The education for students with ID in Sweden has been subject to several critical changes during the latest decades. Firstly, the societal object has changed from caring to teaching/learning (Berthén, 2007; Riksrevisionen, 2019). Secondly, demanded qualifications for teaching music in this school have changed from general teacher or pre-school teacher education to music teacher with qualifications in special education. However, according to national statistics school year 2023–2024 (Skolverket, 2025), only 5,4% of the Swedish music teachers in the CSID are qualified. Preceding the CL, a review of inter/national research on music education for pupils with ID (Berthén et al., 2022), showed a shortage of research in music education for pupils with ID. Furthermore, a phenomenographic interview study with five qualified music teachers within CSID was conducted (Backman Bister et al., 2025). A significant finding was a perception that reduction of the musical content is needed for music teaching in CSID. Two qualitatively different ways of reduction were found: 1) reduction for temporary participation, which puts pupils’ further musical knowledge formation at risk; 2) reduction for qualified participation, which opens for progression of knowledge formation. Based on these preparatory studies, the issue for the project of which this CL is part, is to explore what kind of instruction and tasks enable musical knowledge formation for this group of pupils?

Aims: This project aims at collaborative development of knowledge products shareable for non-qualified music teachers in CSID, that is, co-creation of assignments that contribute to formation of musical knowing for this group of pupils. The research questions are:1) What appears as the object for musical knowledge formation for pupils in CSID; 2) What principles should underpin knowledge products (content, introduction to pupils, classroom communication) in order for teaching to contribute to pupils' long-term musical knowledge formation?MethodsThe methodological approach is based on the CL-model (Virkkunen & Newnham, 2013). The main idea for CL is ‘formative interventions’ (Sannino, Engeström & Lemos, 2016) where the interventions are carried out in relation to the activity being studied. The activity is restructured based on the participants' current beliefs, rules, division of labour and tools, and by a critical review of the current activities by all participants identifies other opportunities.Preparing for the CL process, mirror data were produced with three music teachers, which reflect their current teaching. This includes two video-recorded music lessons per teacher. Furthermore, each teacher was interviewed between the two lessons. The audio recorded interviews were transcribed and shared with each teacher. Specific for this CL is that it is planned and conducted as an online CL, based on experiences and previous research by e.g. Bligh (2023) and Spante et al. (2023). The choice of an online CL is motivated by the fact that music teachers in SCID have no local colleagues and therefore have few opportunities to discuss experiences. Furthermore, there is no inservice training specifically directed to music teachers in SCID. The data for this paper is based on the three first stages in the CL model: 1) the first collaborative stage is a preparing for a baseline analysis of shared problem areas and ideas for analysis, e.g. questions such as ‘what characterises our previous ways of working?’ or ‘what are our current problems and contradictions?’ (Virkkunen & Newnhamn, 2013, p. 17). 2) Collaborative analysis of important historical data as empirical mirror-data, identification of significant turning points. 3) Modelling central features of the past in order to identify specific historical features and contradictions for the next stages.

Results: Expected results are based on the work during these three stages, carried through by early May. The final stages of this CL-project are planned for August–November 2025.