Practice Based Educational Research (PER)
For more information, contact the Research Leaders:
Anna-Lena Godhe
Members of the Practice Based Educational Research environment conduct research of clear relevance to those working in schools, preschools and after-school centres. We work to develop sustainable collaborations between researchers and educators in all types of schools. These research collaborations are regional, national and international.
The common research interest within PER is the different questions that various actors within the education system may ask themselves in their professional practice. Thus, the research has clear relevance not only for primary school, secondary school, after-school centres and preschool, but also for teacher training. Several of the environment's researchers are also deeply involved in JU's teacher training program.
Themes
Researchers
Projects
Ongoing projects:
- MOST – Meaningful Open Schooling Connects Schools To Communities
- Professionsdriven skolutveckling med fokus på förskolan och förskoleklass
- ULF – Praktiknära skolforskning
Finished projects:
- GEM
Publications
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Bäcklund, J., Bagga-Gupta, S. (2025). What do universities showcase digitally?: Epistemological-methodological issues and the role of higher educational institutions in the 21st century.
Bandung 12(1), 65-116
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Milner, A., Bäckström, P., Ernestam, J. (2025). Constructing solidarity through social justice in education: from collaboration and conflict to amalgamation between Swedish teacher unions. Globalisation, Societies and Education 23(1), 291-309
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Schmidt, C., Wedin, Å. (2024). Replik: Viktigt att ta hänsyn till olika typer av forskning. Ämnesläraren
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Wedin, Å., Schmidt, C. (2024). Kränkande påstående om lärarutbildningen. Ämnesläraren
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Hvit Lindstrand, S. (2024). Childrens multimodal language throughout reading of picture books in preschool.
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Schmidt, C. (2024). The Picture book – a world to experience and communicate about in the primary school classroom.
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Schmidt, C., Krogstad Svanes, I., Hvit Lindstrand, S., Andersson-Bakken, E. (2024). The Potential of Picture Books in Early Language- and Literacy Education.
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Schmidt, C. (2024). Bilderboken som språklärande potential i förskoleklassen och årskurs 1-4.
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Helming Gustavsson, M. (2024). ”Vi får möta hindren tillsammans”: en studie om vadsvensklärare i årskurs 7–9 säger att de gör för att främja engagemang bland sina elever vid fiktionsläsning. In: Lena Ahlin, Jonas Asklund, Christoffer Dahl, Maria Freij, Petra Magnusson & Anna Smedberg Bondesson (Ed.), Language and Literature in Education Stockholm: Stockholm University Press
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Janoušková, S., Bílek, M., Boesen, J. (2024). Barriers and drivers by sustainability school community projects implementation: What changes appeared. Chemistry-Didactics-Ecology-Metrology 29(1-2), 39-52
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Godhe, A., Lindberg, Y., Bäcke, M. (2024). Who holds the future? Teachers’ work with students’ future thinking, sustainability & technology.
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Lindberg, Y., Godhe, A., Bäcke, M. (2024). Diffractive creation: Students’ collaborative writing processes and practices with GenAI.
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Ekdahl, A., Nord, M., Kullberg, A. (2024). What matters in teaching for students’ learning opportunities of subtraction in the 1–20 number range?. Scandinavian Journal of Educational Research
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Lindberg, Y., Godhe, A., Bäcke, M., Haglind, T., Galbraith, A., Selvander, F., Rangsjö, J. (2024). Futures Day: Framtidsperspektiv och kollaborativt skrivande med GenAI i svensk- och teknikämnet på gymnasiet.
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Godhe, A., Lindberg, Y., Bäcke, M. (2024). Students create futures: Diffraction patterns in writing practices and processes with GenAI.
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