About STLS

Stockholm Teaching & Learning Studies – STLS, is intended as a research environment for teachers and researchers with an interest in didactic education research aimed at developing teaching. STLS is also part of the ULF initiative.

Co-workers at STLS.

Co-workers at Stockholm Teaching and Learning Studies – STLS. Photo: Private.

STLS is built as a research environment for collaborative research on teaching and learning to encourage discussion, verification, and refutation or modification of research findings. STLS arranges e.g. research seminars, work with project formulation and applications, support for publication, and a research conference for teachers.

The overall objectives of STLS are:

  • to provide a research environment where teachers are provided support and opportunities to participate in didactic research and development,
  • to develop methodological models that allow teachers to participate in conducting didactic research in school practices,
  • to function as a “knowledge-production-workshop” for the processing and analysis of data and,
  • to support and provide arenas for peer-review, writing, and dissemination of research results.

STLS is organized around subject-specific networks coordinated by researchers and PhD students.

The networks are:

  • English and Modern Languages
  • Mathematics
  • Science and Technology
  • Social Sciences
  • Practical and Aestetichal Subjects
  • Mother Tongue Education and Second Language Learning
  • Vocational Subjects in Upper Secondary School
  • Preschool teaching 

Each subject-specific network has a network leader and network coordinators, most often PhD students or teachers with a research degree. Two senior researchers have an overarching scientific responsibility for the activities in the seven networks. After a formal research application, those teacher-driven project that are assessed as interesting and relevant to the teaching profession are funded and invited to join the network at STLS.
 
STLS is financed by school authorities, representing both local municipalities and free standing charter schools, and Stockholm University. STLS is also part of the ULF initiative, which aims to develop and test sustainable models for collaboration between academia and the school system in the areas of research, educational practice, and teacher education.

More about ULF-avtal

Here you can find a selection of publications.

Maria Andrée & Inger Eriksson (2020). A research environment for teacher-driven research–some demands and possibilities. International Journal of Lesson and Learning Studies, 9(1), 67-77. DOI 10.1108/IJLLS-02-2019-0015.

Marie Björk & Gunilla Pettersson-Berggren (2015). Teachers developing teaching: A comparative study on critical features for pupils’ perception of the number line. International Journal for Lesson and Learning Studies, 4(4), 383-400. http://www.emeraldinsight.com.ezp.sub.su.se/doi/full/10.1108/IJLLS-12-2014-0045

Silvia Kunitz, Jessica Berggren, Malin Haglind, Anna Löfquist (2022). Getting students to talk: A practice-based study on the design and implementation of problem-solving tasks in the EFL classroom. Languages, 7(2), 75; https://doi.org/10.3390/languages7020075Ella

Kai-Larsen, Marie Rimeslåtten, Attila Szabo, & Paul Andrews (2022). Swedish students’ exploration of trigonometrical relationships: GeoGebra and protractors yield qualitatively different insights. https://hal.science/hal-03748397

Jonathon Mckeever & Laura Runceanu (2022). Replay the game and teach for understanding: exploring the use of video tagging in an invasion games unit. Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2022.2097653

Andrée, M., & Eriksson, I. (2020). A research environment for teacher-driven research–some demands and possibilities. International Journal of Lesson and Learning Studies, 9(1).

Kai-Larsen, E., Rimeslåtten, M., Szabo, A., & Andrews, P. (2022). Swedish students’ exploration of trigonometrical relationships: GeoGebra and protractors yield qualitatively different insights. In Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).

Kunitz, S., Berggren, J., Haglind, M. & Löfquist, A. (2022). Getting students to talk: A practice-based study on the design and implementation of problem-solving tasks in the EFL classroom. Languages, 7(2), 75.

Mckeever, J., & Runceanu , L. (2022). Replay the game and teach for understanding: exploring the use of video tagging in an invasion games unit. Physical Education and Sport Pedagogy. E-publicering före tryck.

See more articles from STLS in Diva

Last updated: 2025-10-22

Source: Department of Teaching and Learning

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