Teachers' competence in launching and managing pedagogical change collaboratively is crucial for the continuous development of their work as well as for meaningful student learning. However, research on how teachers can thrive in their profession in the changing higher education environment is limited. This study investigated the experiences of…

Drawing on the sociocultural view, shared knowledge is regarded as a basis for interdependent working and multi-professional learning in early childhood education. Shared professional knowledge can be seen as a central element in successful collaboration facilitating individual and collaborative professional learning. This study aims to…

With quality assurance related to the Bologna goals, universities are required to fulfil internationally accepted standardized criteria of quality. This tends to reinforce control in assessment. However, control-oriented evaluations seem to lack meaning for academic staff. The article explored the possibilities and space for improvement-oriented…