This article addresses children’s perspectives on their preschool educators. The study considers encounters between educators and children and discusses how teacher’s role and interaction behavior may affect child wellbeing. Eleven children visited their former preschools and were encouraged to share narratives of their preschool educators. The analysis points to four categories of teacher roles (the mentor, the controller, the nurturer and the playmate), and a model is suggested depicting the teacher roles in a matrix, depending on their interaction behavior. Educators might use different strategies in order to support child wellbeing depending on the role and their interaction behavior.
This article presents a longitudinal study of three student teachers’ experiences of learning to write academic texts in preschool teacher education. Through in-depth interviews and drawing on an academic literacy approach combined with a ‘before, during and after education’ perspective, their different struggles with academic writing are identified. A significant finding is that the three student teachers in question experience different ways of being in and out of control. Another finding is that the institutionalised framing represents a control from above that helps two of the student teachers but not the third. The results indicate that preschool teacher educators should pay close attention to the variation in students’ resources in writing.
This article explores the concept of Inquiry-Based Education (IBE) at the classroom level in secondary schools. We use case studies to describe and analyze two different learning environments, and give both a theoretical approach and an empirical approach to understanding students’ learning opportunities. In the article IBE is perceived as an academic way of thinking and learning, and not just a pedagogical method. Taking this broad understanding, we use the concept of IBE as an educational approach and a theoretical framework. The article points to how different educational aims bring about different teacher-student relations, and offer students different kinds of learning possibilities and positions. It is further shown how different learning environments can facilitate democratic praxis and experience, and be understood as creating inclusivity. The argument in this article is that central elements of IBE can contribute to more equality in education, by creating inclusive learning environments that take into account various levels of the students’ learning processes.