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 a part of the national pilot project ULF.
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.
More about STLS
STLS is organized around seven 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 ULF which is a national pilot project that develops and tests sustainable collaboration models between academia and the school system regarding research, school activities and teacher education.
Publications
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.
Last updated: September 21, 2023
Source: Department of Teaching and Learning