This article investigates the roles of the terms agreement and disagreement in teachers' talk in Norwegian Grades 1-4 classrooms. Through an exploration of what teachers said and did when they used these terms, five different themes were identified in the teachers' talk. The teachers tended to use the terms in relation to the process of…

The purpose of this article is to elucidate how a student teacher in Norwegian Early Childhood Education is enabled to relate practical experiences to theoretical concepts in conversations with a practicum teacher. We aim to demonstrate how the teacher and the student actually employ theoretical concepts during a practicum. The methodological…

This article examines teacher formulations in teacher-fronted whole class interactions. Using conversation analysis (CA), we have analysed topic talk between teachers and students (12-16 years old) in Norwegian classrooms. We have identified three sub-groups of teacher formulations-transforming, challenging, and summarising formulations. We show…

This article reports the results of a participatory action research study into Norwegian generalist music teacher education, that intended to develop spaces for preservice music teachers to foster agency and prepare for future teaching. We aimed to challenge the discursive practice of generalist music teacher education through participatory action…

There is a strong emphasis on teachers' professional development through collaborative learning, and teachers are expected to be active participants in continuous improvement of practice. It is argued that professional development in teacher education needs to be reconceptualised as learning communities, where enquiry is regarded as an integral…

This article explores how opportunities and limitations in creating intercontextualtiy between everyday and scientific ideas emerge in teacher-student interactions, with a particular focus on the teacher's role. The article draws on data from an empirical, longitudinal, study in a lower secondary school in Norway to analyze student-teacher…

This paper extends work on "intentionality", from philosophy, psychology and education to an exploration of learners' meaning-making in L2 classroom task-engagement. The paper draws on both phenomenological and folk-psychological perspectives on intentionality, and employs John R. Searle's intrinsic (mental) and derived (observable)…

The purpose of this study is to focus on interactionally developed explanations in everyday conversations as important pedagogical contexts. The research question is: "How do teachers invite children to participate in co-constructions of explanations in everyday conversations and what may children learn from this?" Learning to explain…

This study demonstrated how everyday discourses of discipline and control, as well as professional discourses of problem behavior, intersected with ethnicity and masculinities, highlighting how the masculinities and ethnicities of a male Norwegian secondary student and his male teacher intersected in the classroom and how they connected with other…