Scandinavian Journal of Educational Research

Of the teachers who leave the profession, about half of them are dissatisfied with the school they work at. Teachers' school environment can have both supportive and adverse effects on their satisfaction with school and teaching in general. Yet this relationship might be different for the Nordic countries than for other European countries as the Nordic countries might share a similar education culture stressing social justice, equality and inclusiveness. Analyses of the TALIS 2018 teacher data of 24 European countries including Denmark, Finland, Norway, and Sweden showed that schools with a participative, collaborative, and safe school climate were positively related to teachers' school satisfaction. In contrast, schools with many teachers with feelings of distress were negatively related to teacher satisfaction. These relationships were similar for the Nordic countries and other European countries, which might call an alleged Nordic model of education into question.

It is often assumed that young people are concerned about sustainable development and a sustainable future, although this is not always evident when teaching complex issues that are morally and politically value-laden. This study uses ethnographic methods, including participatory classroom observations and group interviews, to understand the conflicts of interest that are expressed in young people's dialogue on sustainability issues. Three main conflicts of interest are identified in this context: between self and others, present and future, and centre and periphery. This article raises questions about how teachers can manage conflicts of interest didactically to encourage more pluralistic dialogue and, ultimately, young people's engagement in sustainability issues.

In this article we investigate the implications of a market orientation of adult education for teachers’ work with the curriculum and for the goals and purposes of education. By focusing on municipal adult education (MAE) in Sweden, we provide a unique case. Firstly, Sweden has one of the most market oriented systems in the world, and secondly, the market orientation of adult education is not well researched in Sweden nor elsewhere, thus providing strong empirical ground contributing to the wider international discussion. Drawing on Bernstein’s concept “pedagogic code” we analyse interviews with 63 teachers within MAE. Our analysis illustrates how the market steering leads to conflicts between goals stated in the curriculum and goals that emerge from a market-oriented code narrowing the aim of MAE, isolating it from broader goals such as being compensatory and meeting the needs of students replacing them with goals such as profit-making and competition.

In this article, we employed a third-space methodology to bring together two researchers and four teachers who have sustained physically active learning in their practice to explore the real-world applicability and processes of enacting physically active learning in teaching. We co-developed the Core Aspects of Physically Active Learning Enactment (CAPAbLE) model through six meetings. The model outlines 12 core aspects that can support pedagogical considerations about the purposes of enacting PAL through the iterations of planning, organising and evaluating. The CAPAbLE model may support the sustainability of PAL in schools and set the stage for future empirical investigations. ARTICLE HISTORY