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Purpose: Despite increased focus on parenting support internationally, there is a lack of agreement in what constitutes parenting support. This paper explores the experiences of parenting support activities from the perspective of stakeholders in Norwegian basic schools. Methods: Five focus group interviews were conducted with representatives from the schools' parent work committee, class teachers, health nurses, and social workers from nine schools. The data were interpreted using an inductive thematic analysis. Results: Three main themes emerged from the data: (1) A community for the best of the child, (2) uniting through relations, and (3) sharing knowledge and language. Parenting support was experienced as universal, relational, and multidimensional. It was related to everyday life interactions between the home, school, and the parenting community with the best interest of the child as a goal. Conclusion: To avoid reducing parents to passive recipients of expert advice, parenting support activities should be an integral part of everyday school-home-parenting community collaborations. Abbreviation: EU-The European Union; UN-The Unition Nations; CoE-The Council of Europe; NSD-The Norwegian Centre for Research Data; CTP-Class teachers in primary school; CTJS-Class teachers in junior secondary school; P-Parents; H-Health nurses; SW-Social workers [ABSTRACT FROM AUTHOR]

The purpose of this paper is to investigate what characterizes individual teachers' reflections on proposals for change in situated teamwork sessions and discuss the potential for professional development that lies in teachers' reflections. The teamwork sessions take place in the context of school-based professional development. Stimulated recall interviews (SRI) with teachers commenting on video recordings from their participation in teamwork form the empirical basis for the research. The sample consists of 17 teachers representing four teacher teams from different schools. We identified three primary types of reflection on proposals of change – comment and describe, extend and exemplify, and critical exploration. In the last type of reflection, when teachers critically explore, reflect and problematize existing practices whilst watching critical incidents that contain proposals for change, we identified tensions arising. The tensions emerged between teachers' established practices grounded in national regulations (ex. national tests, exams, documentation) and their basic assumptions, values, and beliefs. [ABSTRACT FROM AUTHOR]