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This study was conducted within the framework of the cultural historical activity theory (CHAT), focusing on tripartite collaborations among university teachers, practice teachers, and student teachers. Change Laboratory workshops were held, where participants discussed what enables and what constrains student teachers to accomplish their assignments. Transcripts of the audio-recorded discussions were analysed using the constant comparative method and D-analysis, a protocol for analysing communication in discussions. The study results show that all voices were heard and that the parties gradually managed to move from separate positions towards a joint focus and new ways of collaborating. The solution includes a new and more active teacher educator role for the practice teacher. The study contributes to the debate on how universities and schools realise a professionally oriented teacher education.

There is a substantial body of knowledge on the importance of language for learning mathematics and the importance of attending to the pupils' strategies in the meaning-making process. In this Norwegian case study, I investigate a skilled teacher's communication while scaffolding 18 pupils' work in Year 2-4 while working in small groups with developing and formulating their strategies without any substantial teacher interventions. To understand what characterises the teacher's communication I analyse audiotapes from three lessons using a framework developed for detailed studies of mathematical discourses on turn-to-turn basis. The findings showing the teacher's scaffolding of processes needed to clarify the pupils' own thinking, are elucidated through the words of the teacher from an interview and discussed in the light of recent research on dialogic teaching and the theory of didactical situations in mathematics.

There is a substantial body of knowledge on the importance of language for learning in general, and for learning mathematics in particular. Hence, language skills and collaborative learning are emphasised in the Norwegian curriculum. Even so, we have few studies on what supports and what impedes mathematical progress in authentic learning situations. In this article, we investigate contrasting dialogues between two pairs of eight-year-old pupils solving mathematical tasks. The analysis in our video-based study shows that both communication skills and use of tools have a profound impact on third graders' potential to solve tasks as a joint enterprise.

The article focuses on strategies to help students build their reading and writing "muscles." Topics include preteaching vocabulary through methods like "Wordstorm" and anticipation guides, the importance of modeling reading strategies like think-alouds, and using scaffolding techniques such as the "Five Paragraph Schematic" to improve writing proficiency.

This article presents and discusses experiences from an intervention project in Norwegian teacher education focusing on a triadic collaboration between student teachers, mentors and lecturers. The aim of the project was to establish a written, digital meeting place supporting the student teachers' professional development. The question explored in this article is why some of the members in the triad virtually disappeared, and thus why the established digital meeting place collapsed. The findings are discussed through the lenses of positioning theory. Although the members positioned themselves differently, we identified three common traits in their stories: enhanced competition, preference of theory-informed writing, role confusion.