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Kasvatus 2022 Vol 53 No 4 The Finnish Journal of Education

Författare

Toimitus

DOI: https://doi.org/10.33348/kvt.122480

Nyckelord:

academic emotion, primary education, problem-solving, reflection, self-assessment, belongingness, culturally and linguistically responsive education, interaction, mother tongue teachers, multilingual students, school community, basic education, co-operation, functional capacity, multiprofessional, physical education teacher, school nurse, asymmetric interaction, autism spectrum, overlapping projects, qualitative content analysis, social initiations, social skills, unresponsiveness, comprehensive school, educational policy, equality, equity, legislation, neoliberalism, non-discrimination, social justice, accusations, adult education, conversation analysis, dialogic interaction, instructor