Why do school reforms often fail? Why do the same situations empower and burden both teachers and students? Why do teachers lack the sense of agency in their work and why isn’t self-regulation enough in professional learning? Are peers and school in opposite camps considered by students and is there joy of learning without the sense belonging?

And the most crucial of all: How does the school matter? What kind of processes impact on the lives of individuals, communities and societal development nationally and transnationally through basic education ?

The research group is also interested in finding novel and usable answers. Research aims to identify strategies of leading a sustainable school development, help teachers to find ways to intentionally learn in classroom, use co-regulation as the strategy for agency and well-being and, to understand how students could use peers as a resource for learning in school. We aim to understand the premises for engaging learning for teachers and students in school and meaningful learning in the whole school system.

Learning and well-being in school system are epidemic!

 

News

Organizing the IX Conference on Childhood Studies May 10 –12, 2021   Our research group has been a part of organizing the IX Conference on Childhood Studies “Childhood and Time” that…
Tutkimusryhmämme on mukana harrastustoiminnan Suomen mallin pilotoinnissa   Opetus- ja kulttuuriministeriö rakentaa harrastustoiminnan Suomen mallia yhdessä kuntien kanssa. Suomen mallin tavoitteena on tuoda harrastustoimintaa koulupäivän yhteyteen. Kokeilun…
IRDE webinar: Curriculum Change Across Europe Inspiring and thought-provoking discussion on curriculum change and COVID yesterday with colleagues from Czech Republic, Cyprus, Portugal, England and Ireland.…
New book on Curriculum Making in Europe available! We are happy to have been a part of editing this new book Curriculum Making in Europe – Policy and…