Background: Society in general and higher education in particular need to find constructive strategies for the partly changed situation that the multicultural society entails. A successful integration promotes health and a new identity in the new society. Immigrant women´s experiences show aspects that influence their well-being and inclusion in society. Immigrant women encounter many barriers and are a group at high risk of marginalization in higher education. Hence, increased insight into immigration research is significant for the organization of higher education, especially focusing on women´s health and well-being within this area.

Purpose of the study: The purpose is to provide an overview of experienced health and well-being among immigrant women in the context of higher education and the possible facilitators and barriers they encounter.

Methods: This study was designed as an integrative literature review. Databases were searched for international scientific articles. The final material comprised 14 empirical articles published in peer-reviewed journals. Also, a manual search was conducted, involving checking reference lists of the collected articles.

Findings: The findings showed that immigrant women in higher education are perseverant. According to women’s experiences, higher education studies challenged traditional gender roles and created tensions. The women described stress and anxiety during their studies.

Conclusion: Several problematic aspects related to health and well-being were evident for immigrant women in higher education, while possible facilitators appeared to be less prominent and need further exploration.

In today’s information focused world, most days involve contact with some form of screen and keyboard for work and leisure purposes. Learners must be dexterous and agile to effectively respond to shifting labour market requirements reflecting fast-changing technological needs and expectations. Information is available in a myriad of forms and successful engagement requires effective and efficient skills and understanding. With this background, this paper asserts that a musical skill set broadens the way that learners subsequently engage with and manage their information acquisition and use. This provides a broader base for ongoing knowledge management. Using philosophical and reflective approaches, it draws on life experiences from arts education by way of a duoethnographic approach. Two narratives provide insights of individual experiences, subsequent acquisition and engagement with information and consequent enhanced knowledge. These are analysed using a personal knowledge management model, providing a visualisation approach to the collaboration through knowledge sharing. The dialogic results demonstrate how the background of musical competence enriched subsequent learning capability in structuring and operationalising knowledge acquisition and management.

Today´s music classroom and music education are characterised by both analog and digital teaching. Contemporary students in school music education are often referred to as "digital natives" to emphasize that, unlike previous generations, they have had access to digital tools throughout their childhood. Music teachers whithin this music teaching practice face many challenges in their daily work, where skills in being able to use digital tools in teaching might be a requirement from both students and parents. The emphasis on digital tools may relate to the digital industry with digitally streamed music and online composition programs that students might have experienced when they enter the music classroom, a classroom that, in order to be legitimate to the students, needs to reflect the music world outside school. But in what direction is the music classroom heading? The pace of development is escalating with the digital tools at the forefront and tomorrow's music students will probably expect even greater digital solutions in the classroom than today. Or will completely different expectations emerge? Regardless, we need to be one step ahead in problematising and reflecting about the music classroom of the future. Against this background, the focus of the present is on how tomorrow's music teachers view the music classroom of the future. The aim is to study interpretive repertoires and subject positions constructed in conversations between music teacher students and to discuss these in relation to quality in the music classroom. Previous research show that digital tools can have a positive impact on learning and lead to improved results in the music classroom (Chao-Fernandez et al., 2017; Giebelhausen, 2015; Murillo, 2017). However, the overlap between students' personal and educational involvement with digital tools are both enabling and obstructive (Gurung & Rutledge, 2014). Digital tools are not always decisive for student achievement (Lee and Jen, 2014). Instead, it is a present educator who makes a difference. Altogether, there is a lack of studies that focus on tomorrow's music teachers' views on the future music classroom.

The study is based on a post-structuralist and social constructionist perspective. This implies that the subject constructs its reality in social interaction, which is also limited by prevailing discourses. The study's focus on actors in interaction derives from discursive psychology (Potter & Wetherell 1987). Discussion of subject positions and knowledge formation in a wider institutional and social perspective is based on a Foucauldian perspective, which provides a framework for analysis of power and dominance relationships. Altogether, the discourse phenomenon is both situated at a macro and a micro level. The study is at an initial stage and the empirical material consists of focus group discussions with music teacher students, studying their final year on the music teacher program. Preliminary results indicate that the prospective music teachers have a tentative attitude towards increased digitization in the music classroom. At the same time, it appears that the informants use digital tools daily, in their own teaching and in their own music performance. However, they do not consider this as digital musicing, but as if the digital tools facilitate musicing. Conclusions related to the interpretative repertoires and subject positions constructed in the conversations of music teacher students will be discussed in relation to quality in the music classroom.

Artikkelissa tutkitaan laulamista Ruotsin yläkouluissa ja kysytään poleemisesti: kuorokuria vai opetussuunnitelman toteuttamista? Useissa länsimaisissa kouluissa laulaminen ja kuorotoiminta ovat musiikkikasvatuksessa marginalisoituneita. Näin myös Ruotsissa, vaikka laulaminen muodostaa ydinsisällön peruskoulun (K-9) opetussuunnitelmassa. Laulamisen sijaan rockbändin käytännöt ovat hallinneet ruotsalaista musiikinopetusta yläkouluissa (lukuvuodet 7–9) lähes viiden vuosikymmenen ajan. Tässä artikkelissa kirjoittajien tavoitteena on tarkastella, miten laulaminen konstruoidaan ja legitimoidaan yhtäältä yläkoulun ja toisaalta musiikkipainotteisen yläkoulun musiikintunneilla, sekä kuvata miten osallistujat positioidaan opetustilanteissa. Teoreettinen viitekehys perustuu sosiaaliseen konstruktivismiin. Empiirinen materiaali koostuu videoiduista oppitunneista kahdessa ruotsalaisessa koulussa, joista toinen on normaali valtion yläkoulu ja toinen musiikkipainotteinen yläkoulu. Tuloksista nousee esiin kaksi erilaista luokkahuonekäytäntöä. Laulaminen kuorotoimintana kuvastaa musiikkipainotteisen yläkoulun toimintaa, jossa kuoroharjoittelu keskittyy musiikillisiin näkökohtiin. Laulaminen opetussuunnitelman toteuttamisena kuvastaa toisen yläkoulun käytäntöä, mikä tarkoittaa, että laulamisesta tulee väline opetussuunnitelman tavoitteiden toteuttamiseksi. Lopuksi käsitellään näiden käytäntöjen vaikutuksia yläkoulujen opetukseen kasvatuksellisesta näkökulmasta.

This case study focuses on mentor group conversation meetings with primary student-teachers, demonstrating how student-teachers ́ reflections on classroom experiences might influence their understanding of the complicated relationship between teaching, subject matter content and the context. The aim is to study how mentors ́ and student-teachers ́ reflections affect (or not) the student-teachers ́ development of pedagogical content knowledge (PCK). The theoretical framework derives from a sociocultural perspective, emphasising the collective character of teaching and learning. The empirical material consists of video documented mentor group conversations during one semester within an academic school context. Findings show development of PCK, highlighting a transition from pedagogical knowledge and contextual knowledge, to a blending of subject matter knowledge, pedagogical knowledge and contextual knowledge. This blending only occurred when the student teachers reflected on their teaching. Findings demonstrate the need to systematically explore student-teacher reflections of their teaching in practice to discern how different knowledge bases integrate into PCK. ©2019 The authors and IJLTER.ORG. All rights reserved.

During the last decade, digital technologies have been more and more integrated into teachers´ classroom practice. Perceptions of knowledge and the teacher´s role might change when digital resources are introduced in the classroom - regardless of the subject. As a consequence, teachers might reconsider the concept of learning in educational contexts. Despite a vast number of studies from a Technological pedagogical content knowledge (TPACK) perspective, there is still a need for studies that focus on how TPACK develops among teachers. Thus, the aim of this case study is to explore how three teachers´ Technological pedagogical content knowledge (TPACK) is expressed during a second language English project in secondary school. The research question is: How are teachers´ components of TPACK expressed and integrated within their reflections on their teaching in a second language English project with a digital learning platform? The theoretical framework is based on Pedagogical Content Knowledge (PCK) and more specifically on technological pedagogical content knowledge (TPACK), which is essential to this study. The empirical data consists of video recorded stimulated recall group interviews and the analysis is inspired by the structures of content analysis. The research context was a compulsory school situated near a larger town. The school had a special license with a digital learning company that provided a digital learning management system called Digital learning platform (DLP), that offered opportunities to arrange teaching projects digitally. The results show that several combined components of TPACK are present in teachers´ reflections on their teaching; Technological pedagogical knowledge (TPK), Technological content knowledge (TCK), and Pedagogical content knowledge (PCK). The way in which these components appear seems to depend on the phase in the project. Thus, when planning the project, expressions of TPACK are characterised by suggestions of how to use the Digital Learning Platform (DPL), whereas reflections after teaching were characterised by analysing the use of the DPL related to advantages or disadvantages for students´ learning processes. Overall, the teachers´ reflections on their teaching developed, where components of TPACK related to functions in the DPL after the project were referred to in a more deepened and differentiated way. In summary, discussions and reflections with regard to the possibilities and limitations for learning with the use of DPL in school and important questions concerning teachers´ digital competence were elucidated. As such, the result of this study might create a discussion of and recommendations for how teachers choose, combine, implement, and evaluate digital technologies for different teaching and learning situations.

This paper concerns the complex relationships between external facilitators and tea- chers in action research, as they work in a critical friendship to develop interaction in specific ways that open up rather than shut down communication and learning. The aim is to contribute with knowledge about interpersonal communication between academic facilitators and teachers in a development process where the teachers had a lack of influence in the initial phase of the project. The findings reveal that communication in a context of incompatible positions and professional distance did not lead to further communication, whereas communication in a context of confidence, mutual reliance, and challenge opened up possibilities for further dialogue. We identified three aspects affecting communication: absence of ownership of specific problems, trust without relationship, and courage before trust. Implication for the action research community is the importance of making strategies for critical friendship explicit. This assists for teachers to internalize the role. © The Author(s) 2016