Lost in Practice

Transforming Nordic Educational Action Research

  • Karin Rönnerman
  • Petri Salo

Part of the Pedagogy, Education and Praxis book series (PEDA)

Table of contents

  1. Front Matter
    Pages i-viii
    1. Karin Rönnerman, Petri Salo
      Pages 1-9
  2. Background

    1. Front Matter
      Pages 11-11
    2. Torbjørn Lund, Eli Moksnesfuru
      Pages 31-52
    3. Petri Salo, Karin Rönnerman
      Pages 53-71
  3. Case Studies

    1. Front Matter
      Pages 73-73
    2. Lill Langelotz, Karin Rönnerman
      Pages 75-93
    3. Karin Rönnerman, Anette Olin
      Pages 95-112
    4. Liselott Forsman, Gunilla Karlberg-Granlund, Michaela Pörn, Petri Salo, Jessica Aspfors
      Pages 113-132
    5. Ann-Christine Wennergren
      Pages 133-151
    6. Eli Moksnes Furu, Torbjørn Lund
      Pages 153-170
    7. Svein-Erik Andreassen
      Pages 171-193
  4. Reflections

  5. Back Matter
    Pages 231-239

About this book


Lost in Practice offers a further development of the notion of Nordic educational action research (as described in a earlier volume Nurturing praxis 2008), aiming to deepen and enrich understandings of the Nordic educational tradition and its various practices. It explores Nordic traditions and theories, such as bildung, practical knowledge regime and translation theory, with the aim of furthering a seminal conversation between practice theory and action research. Furthermore it illuminates the use of these theories in the context of Nordic countries by presenting a number of case studies on professional development practices, in which specific forms and arenas for enhancing dialogue and meaning making are in focus. The practices of study and research circles, peer group mentoring and dialogue conferences, as developed in the Nordic countries throughout the 20th century, are presented and discussed, both in terms of established traditions and of practices of collaborative development. The book also reflect on the “regional” traditions and educational practices in the Nordic countries are reflected on in the third part of the book.

The volume addresses teachers at all levels in the educational system, particularly those who are interested in understanding educational action research and furthering collaborative forms of professional development, based on insights from different traditions for understanding and furthering the development of educational practices without getting lost.


Nordic countries collaborative learning educational action research practice professional development

Editors and affiliations

  • Karin Rönnerman
    • 1
  • Petri Salo
    • 2
  1. 1.University of GothenburgGothenburgSweden
  2. 2.Åbo Akademi UniversityVasaFinland

Bibliographic information