Objectives: The aim was to compare students practical cardiopulmonary resuscitation (CPR) skills and willingness to perform bystander CPR, after a 30 min mobile application (app)-based versus a 50 min DVD-based training. Settings: Seventh grade students in two Swedish municipalities. Design: A cluster randomised trial. The classes were randomised to receive app-based or DVD-based training. Willingness to act and practical CPR skills were assessed, directly after training and at 6 months, by using a questionnaire and a PC Skill Reporting System. Data on CPR skills were registered in a modified version of the Cardiff test, where scores were given in 12 different categories, adding up to a total score of 12-48 points. Training and measurements were performed from December 2013 to October 2014. Participants: 63 classes or 1232 seventh grade students (13-year-old) were included in the study. Primary and secondary outcome measures: Primary end point was the total score of the modified Cardiff test. The individual variables of the test and self-reported willingness to make a life-saving intervention were secondary end points. Results: The DVD-based group was superior to the app-based group in CPR skills; a total score of 36 (3338) vs 33 (30-36) directly after training (pamp;lt;0.001) and 33 (30-36) and 31 (28-34) at 6 months (pamp;lt;0.001), respectively. At 6 months, the DVD group performed significantly better in 8 out of 12 CPR skill components. Both groups improved compression depth from baseline to follow-up. If a friend suffered cardiac arrest, 78% (DVD) versus 75% (app) would do compressions and ventilations, whereas only 31% (DVD) versus 32% (app) would perform standard CPR if the victim was a stranger. Conclusions: At 6 months follow-up, the 50 min DVD-based group showed superior CPR skills compared with the 30 min app-based group. The groups did not differ in regard to willingness to make a life-saving effort.

Research topic/aim: The purpose of this presentation is to describe ways of including gender equality and gender sensitivity in programmes for teachers in preschools and leisure-time centres. The presentation takes its point of departure in research literature on gender in higher education and teachers’ education.

Theoretical and methodology framework: Gender sensitivity, intersectionality, diversity, norm-critical thinking and, recently, norm-creativity are only a few of the eye-catching terms in gender and education discussions. Some of them are used more descriptively while others stand for explicit theoretical paradigms. I will, in a first step investigate, which are the predominant perspectives and what do they contribute to our knowledge on gender in (preschool) teachers’ education.

(Expected) conclusions/findings: Hopefully, the established knowledge can be applied to specific education contexts: Preschool teachers’ education and teacher in leisure-time centre programmes. These programmes are both similar and different to each other. The number of men studying to become preschool teachers has been low over the years, while programmes for teachers working in leisuretime centres attract almost equally many men and women. For our own university we know that these programmes include knowledge on gender and education into their curriculum and the teaching. However, involved teachers also voice a wish to work more strategically with gender in their programmes. The systematic literature study is expected to inspire our work with further gender inclusion into teachers’ and preschool teachers’ programmes.

Relevance to Nordic educational research: Gender equality is nothing that comes for free and working with gender equality is a highly relevant topic for teachers’ education in Nordic countries. However, international research in the field is still in the beginning. Teacher educators in Finland have over the last decade worked strategically with gender sensitive education in teacher training programmes and also in Sweden and other Nordic countries there are a number of actors in the field. The discussion with researchers from different Nordic countries and actors from various teachers’ education programmes can stimulate our work on gender inclusion in teachers’ education and training.

Although the school and welfare systems in Japan, Germany, and Sweden are organized differently, public school teachers from each of these countries express common concerns about the possibilities and challenges of organizing inclusive educational settings in general school contexts. These results come from a comparative study based on focus group interviews with teachers in these three countries. The teachers discuss the possibilities and challenges of multiprofessional collaboration in their respective school systems. Rather than analysing differences between the systems, this chapter focuses on common needs from a teacher’s perspective. The purpose of this chapter is to describe possible dilemmas occurring in relation to the inclusion paradigm of schools in different national school systems. This chapter illustrates how taking teachers’ perspectives into account is an important precondition for developing inclusive practices in school settings. Children meet the welfare system through the teachers; with their central position in schools, teachers have the potential to facilitate the meeting between the individual and the social institutions. Accessibility of services and communication that functions well with and between different professional groups is crucial when organizing support structures. The chapter takes as its point of departure discourses on inclusion as part of a human rights agenda.

Aim: The main purpose of this study is to investigate and describe typical actions that can be identified in teacher-pupil interactions during Mathematics lessons in early primary school. In this presentation we will focus on observations from Japanese classrooms and compare the results with earlier studies in Swedish primary classrooms (Engvall 2013). We also want to raise the question whether and how the Japanese example can contribute to the Swedish discussion on mathematics education. Method: The study builds on ethnographical observations in Japanese and Swedish primary classrooms. In Japan, 18 mathematics lessons in four schools (1st-6th grade) were observed in February 2014. The classroom observations were combined with teacher interviews (individual and in groups). In Sweden a total number of 26 lessons were videotaped in five different classes (2nd and 3rd grade, in 2009) while the same mathematical content was taught (addition and subtraction). After transcription, a thematic analysis was accomplished. Findings: With focus on the teacher-pupil interactions we will describe a number of phenomena that became apparent in the Japanese classrooms. Teachers pay, for example, much attention to pupils' problem solving strategies. Other observed phenomena are the slow pace of teaching and the well-structured teacher instructions. Mathematical concepts were clearly reflected in classroom communication. We will discuss these phenomena in the light of our knowledge on teacher-pupil interactions in Swedish mathematics primary classrooms. Relevance to Nordic educational research: It is well known that international comparative research offers unique opportunities to gain insight to quality aspects of classroom practices, especially when combined with adequate theoretical knowledge in the respective discipline. Japanese pupils perform well in international studies on mathematics and science (TIMMS). Studying Japanese mathematics classes can therefore help us to discern important aspects that could be possible to develop also in Swedish mathematics classrooms. According to the Swedish National Agency for Education, there are several problems to be overcome in Swedish mathematics education. One of these is the dominance of students' individual work with the textbook. This is in total contrast to the Japanese classroom where the whole class discussion is given a lot of time.

Hur ser den japanska matematikundervisningen ut i de tidiga skolåren? Två forskare har slagit ihop sina intressen och rest till Japan för att observera och skaffa intryck från klassrum. De beskriver här vad som kännetecknar det lärare och elever gör då problemlösning är utgångspunkten för undervisning i aritmetik. De belyser också de förutsättningar för lärande som kan uppstå när undervisningen utgår från strukturerad problemlösning.

In this presentation I will discuss different ways of working with gender equality and anti-discrimination in higher education. I am arguing for a new concept of gender inclusion. This concept combines strategies of gender mainstreaming with a number of specific pedagogical and self- reflexive elements in university teaching. It also embeds working with gender into an intersectional context, where gender is understood as one feature interacting with other dimensions that risk cementing inequality. I will take up some examples on how we at Linköping University work with preparing conditions to increase equal opportunities in higher education and present results from an interview study with teacher educators. The study describes university teachers’ perceptions of strategies and dilemmas when working with gender inclusion in teachers’ education.

This presentation wants to provide knowledge on mathematics lessons in Japanese classrooms (in comparison to Swedish classrooms). We will focus on a description of arithmetic lessons in the early school years. During a study visit in Sendai and Tokyo in February 2014 we had the possibility to visit lessons in four different elementary schools and to observe teachers’ and pupils’ activities during the mathematic lessons. The ”Japanese way” of organizing mathematics teaching has been described frequently and is being characterised as organising the whole lesson around a small number of problems and with a focus on pupils learning strategies (Shimizu, 2013). In this paper we choose Shimizu and others’ analyses as a starting point and will exemplify how a problem solving perspective can guide the activities of teachers and pupils. We are especially interested in how problem solving can contribute to pupils’ understanding of mathematical terms and content in elementary school lessons early years, when addition and subtraction and related procedures are being taught.

Ofta hörs påståenden som ”vi behandlar alla lika” eller ”jag vill bara ta hänsyn till individens behov”. Samtidigt visar ett stort antal studier att pojkar och flickor trots sådana ambitioner behandlas olika. De beter sig också olika och i skolan presterar de olika. Spridningen pojkar respektive flickor sinsemellan är samtidigt mycket stor och en förenklande kategorisering gör mera skada än nytta, när det gäller att skapa jämställda förutsättningar i utbildningen. Även rekryteringen till olika delar av utbildningsväsendet är ojämn mellan kvinnor och män och i den internationella forskningen talas ofta om en feminisering av förskollärar- och läraryrket (Murray och Maguire 2007). Artikeln handlar om hur vi gemensamt kan möta de utmaningar som vi ställs inför, i arbetet med att skapa skolor och lärarutbildningar där alla elever, studerande och lärare får jämlika förutsättningar för sin utveckling.

This paper contributes to our knowledge of teacher educators' strategies for, and dilemmas with, working with gender inclusion in teachers' education. It illustrates how gender is constructed and reconstructed in teachers' education. The study revealed that teachers' education is not only – as earlier described – a highly feminised field, it is also a discipline that is permeated by horizontal and vertical segregation typical of higher education. The study analyses how university teacher educators experience and handle consequences of this horizontal segregation, building on interviews with subject representatives at a Swedish university. The results exemplify how university teachers reflect on gender policies and their own roles when working with teacher students. Heteronormative patterns also become visible in strategies meant to facilitate gender equality and desegregation. The author argues for the need to include university teachers' perspectives in future strategies for developing gender inclusion in university education.

This paper contributes to our knowledge of teacher educators’ strategies for, anddilemmas with, working with gender inclusion in teachers’ education. It illustrateshow gender is constructed and reconstructed in teachers’ education. The studyrevealed that teachers’ education is not only – as earlier described – a highlyfeminised field, it is also a discipline that is permeated by horizontal and verticalsegregation typical of higher education. The study analyses how university teachereducators experience and handle consequences of this horizontal segregation,building on interviews with subject representatives at a Swedish university. Theresults exemplify how university teachers reflect on gender policies and their ownroles when working with teacher students. Heteronormative patterns also becomevisible in strategies meant to facilitate gender equality and desegregation. Theauthor argues for the need to include university teachers’ perspectives in futurestrategies for developing gender inclusion in university education.