This paper reports on images of lesson planning. In an attempt to conceptualise current lesson planning, a series of duo-ethnographic conversations (Karaz, Martini & Faez, 2022) with practicing teachers were initiated by teacher educators and researchers at a Swedish university. The conversations, starting with novice language teachers, functioned as a constructive space where new teachers reflected on the usability of course content studied in the teacher education programme, in relation to lesson planning needs of their current work (SNAE, 2022). Conversations with new teachers of other school subjects will follow in spring-time. Theory-wise, principles and models of lesson planning (e. g. Brewster, Ellis & Girard, 2012; Brown, 2007; Ellis, 2008; Harmer, 2015; Purgason, 2014; Shin, 2006; Tornberg, 2016; Wiliam, 2019), genre as founded and developed within Systemic Functional Linguistics (e. g. Bartlett & O’Grady, 2017; Hyland, 2007, 2004; Martin, 2009; Maton, Martin & Doran, 2021) and action research (Burns & Dikilitas, 2024; Edwards & Burns, 2024) guided the study. Methodologically, the duo-ethnographic approach, include digitally recorded and transcribed conversations, combined with artefacts and written reflections (cf. Glazer & Bailey, 2022). In the ongoing analysis, three continuua were constructed to capture the range of images of lesson planning mentioned; illusion --- authenticity, structure --- flexibility and individual planning --- collaboration. Potentially, the genre stretches from a written document to the interactive mode, and it could embrace a scheduled 45-minute lesson following a set structure on a weekly basis as well as individual study planning and collaborative planning of study for groups of learners in the digital- and physical room. Clearly, the community of practice of novice teachers was keen on reasoning about purposes, structures and grammar of lesson planning. At the conference it would be interesting to engage with theory-building of lesson planning as a genre with experts in the field!

This study detected patterns in teacher educators’ and pre-service teachers’ beliefs and practices regarding the degree project. Requirements in policy documents were also considered. The analysis centred on validity, teacher cognition and grounded theory. Conversations were conducted with instructors and students at three departments for teacher education in Sweden. Findings showed inadequacies with regard to construct- and consequential validity for instruction and learning, timing, pre-service teachers’ prior knowledge and attitudes to educational research. Recommendations for improvement involved having teaching practice and the project run parallel and part-time during a term. Further proposals tallied with national regulations about autonomy and academic literacy for teachers. For example, the pre-service teachers responded positively to introducing crash courses and providing opportunities for supervision prior to the course. Improved validity was deemed imperative for developing long-term literacy and motivation towards incorporating science and empirical data in the teaching profession.

Inom lärarutbildningarna är samverkan en viktig fråga som också ofta återkommer i studenternas utvärderingar. Frågan handlar om hur vi under utbildningen kan skapa och stärka samverkan mellan lärarprogrammen redan under utbildningen för en fortsatt samverkan i studenternas kommande yrkesprofession som lärare i förskoleklass, skola eller fritidshem. Det är centralt inte minst mot bakgrund av läroplanens mål att stödja elevernas utveckling och lärande i ett långsiktigt perspektiv (Skolverket, 2022).

Syftet är att studera hur samverkan mellan de olika lärarkategorierna i grundskolan initieras och systematiseras med fokus på samarbete mellan fritidshem och grundskolans tidigare år. Avsikten är att utveckla samverkansformer mellan de olika institutionerna som bedriver lärarutbildnig och tillsammans med några utvalda grundskolor belysa hur samverkansformerna ser ut, samt att utveckla och fördjupa detta arbete.

The degree project in educational sciences constitutes the pre-service teacher students' final academic achievement in the Bridging Teacher Education Programme at a university in Sweden. The degree project is complicated or a possibility because this university thesis constitutes only one part of the professional degree. The other part of the thesis project, a BA/BSc or MA/MSc, has been acknowledged as previous academic achievement, a required academic qualification for enrolment in the programme. A further difficulty or opportunity is that students' previous theses were achieved in academic disciplines not typically related to teacher education, sometimes several decades ago. This study aimed to visualise the notion of degree project in bridging teacher education. Our initial questions were: Could the transition between academic disciplines be facilitated? Could knowledge of degree project genres be visualised to enhance academic achievement? What is professional development for student teachers? In the actual study, the scope was limited to perspectives of the degree project and suggestions for improvement of degree project design. Thus, in participatory inquiry conversations, small groups of students and lecturers shared their perspectives of the degree project, and provided suggestions for improvement of the project design. Findings from qualitative analysis of the audio recorded data revealed students’ difficulties in conceptualising the writing assignment, mainly due to unpreparedness. Means of addressing the unpreparedness emerged as task-sequencing throughout the study programme, applying an academic literacies approach. Implications for further action research and teaching are participatory inquiry conversations as continual components in the study programme. A further area of potential investigation is application of instructional design theory to degree project supervision.

After the rapid shift in environment from in-person to online classes in 2020, and the shift back to the in-person environment in 2022, the authors reflect on their existing teaching and learning strategies in pre-serviceteacher education. Moving forward, the authors aimed to find out students’ and teachers’ experiences of these changes and what lessons have been learnt. To find out about these experiences a student survey was conducted to further investigate the teachers’ observations. Results from the survey suggested that students interacted with their teachers and peers differently in the two environments, and that different teaching and learning strategies were required in the two environments. Implications of the study are that forms of interactionfrom online environments may be useful in in-person environments, that learners may benefit from explicitteaching of strategies, and that there appears to be no one-size-fits-all solution; regardless of environment, teaching needs to include a wide variety of approaches.

This chapter discusses experiences with online teaching in pre-service teacher education. During a ten-week course for future primary school teachers of English in February-May 2020 a flipped classroom course design with seminars on campus was suddenly shifted to distance education. Our teacher response to the situation encompassed three main areas: increased flexibility, increased student autonomy, and development of innovative repertoires of formative assessment. Our recommendations include that teachers should look for ways to build on proven physical classroom strategies in the digital environment.

The present paper investigates content-teacher fluency in bilingual classrooms. Adopting a CLIL teaching literacy perspective (Sandberg, 2019), building on the Noticing Hypothesis (Schmidt, 1990) and the concept of grammatical metaphor (Magnusson, 2011), the aim of the study is to describe, explain and reflect on content-teachers’ conceptualisation of school-related, academic language (Lindberg, 2009) in bilingual classrooms. In the investigation, content teachers working in bilingual high school study programmes were observed and interviewed. In the emerging data, the professionals demonstrated notions of content teaching through two languages at times as gap-filling activities. As experts in their field, they expressed no anxiety as to the content areas to be taught. Rather, the linguistic wrapping was found to be an obstacle. From time to time, the teachers had to search for words to describe and explain pronomena. They found elaborations on topics difficult because they did not to a great extent know what school-related, academic language to use. Moreover, the teachers could not teach their students to use this language because they were not aware when and how to approach this language. It became clear that they did not have enough knowledge, or terminology, to address the linguistic side of the phenomena they were focusing on in their teaching. With the Nocting Hypohtesis in mind, the content teachers could be alerted to the linguistic spaces that mediate the learning and teaching of content areas in the school subjects. Learning to identify words and phrases as grammatical metaphors that be unpacked before continuing, the fluency of teacher language could be enhanced, and thus the learning potential for the students could increase. For teachers and learners in classrooms where several languages are at work, language awareness is likely to evolve implicitly. For significant improvement in CLIL teacher fluency, however, and for potential success in student learning, explicit attention to linguistic features is necessary, As shown in the study, the Noticing Hypotheis is to be noticed in the development of CLIL teaching literacy, and grammatical metaphor could be a helpful mediator in this process.

Trepartssamtalet, dvs ett samtal mellan kurslärare, student och VFU-handledare, är en central del i den verksamhetsförlagda utbildningen (VFU), och dessutom ett av få tillfällen i hela lärarutbildningen där campus, student och skola möts. Studenterna lyfter fram trepartssamtalet i kursutvärderingar som ett av de viktigaste inslagen under utbildningen. Men trepartssamtalet är också kostsamt på olika sätt. Det kostar i tid att resa ut till skolorna och det behövs också många lärare att bemanna dem. Det är därför viktigt att utveckla och utforska olika former för samtal i VFU som inte är en ren minskning av kvalitet, utan kan vara en form som gynnar studenternas lärande.

Projektet omfattar två delstudier där I) studerar digitala trepartssamtal och II) studerar trepartssamtal i grupp. Delprojekt I) är en erfarenhetsbaserad studie där vi jämför våra resultat med till exempel Karlstads universitet som har lärarutbildning (och därmed trepartssamtal) på distans (Johansson och Johansson, 2018). Delprojekt II) innebär trepartssamtal med studentpar, och genomförs som en möjlig aktivitet inom klustren i den nya VFU-organisationen. Studier har visat att studenter som gör VFU i par eller grupp har möjlighet att genom gemensam planering och gemensamma reflektioner hitta kopplingar mellan den egna undervisningen och innehållet i de lästa kurserna (Cavanagh & McMaster, 2015; Manuchechrie, 2002). Delprojekt II sker också i samverkan med VFU-kursansvariga vid institutionerna HSD och ISD.

Under paneldiskussionen kommer vi presentera resultaten i de olika delprojekten, vad vi har lärt oss och vilka utmaningar som vi kan ställas inför, till exempel:

•Tekniska krav och hantering av GDPR

•Krav på stödstrukturer, till exempel digitala verktyg, gott samarbete med VFU-sekretariatet för placeringar och med lärare i övriga kurser

•Pedagogiska anpassningar av kursuppgifter och rutiner för samtalet

•Studenters och lärares engagemang och medverkan i projektet

•Att både få komma tillbaka till engagerade handledare, och att skala upp erfarenheter till att omfatta fler utbildningar