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This study explores how industry-university partnerships contribute to the expertise development of highly experienced professionals, and what kind of challenges such development entails. We used an integrative approach to review literature and acquire a deeper understanding of how previous research has described the development of expertise in work-based postgraduate higher education. Consistent with earlier research, this review confirms that expertise is developed through transforming and integrating theoretical, practical and self-regulative knowledge. Results suggest that (1) learners should be supported but also allowed to self-manage their learning in order to build agency and self-regulative skills, (2) continuous problem solving with ill-defined, non-routine problems should be encouraged along with challenges that trigger learning, (3) learners' personal transformation process and change of identity should be supported, and (4) expertise development should be viewed as an ongoing, contextdependent and individualised process.

The aim of this article was to examine primary school teachers' perceptions about their sense of belonging in co-teaching. We were particularly interested in investigating the factors which enhance or hinder teachers' sense of belonging in their co-teaching relationships. The data were collected using the method of empathy-based stories (MEBS) consisting of frame stories with a variation in whether a co-teaching situation was experienced as positive or negative.Qualitative analysis of the stories revealed that teachers' sense of belonging was constructed through three dimensions: 1) teachers' work practices, 2) mutual relationship, and 3) individual characteristics. The findings contribute to the literature by demonstrating that a sense of belonging in co-teaching is a multidimensional phenomenon that is built in a close collegial relationship between teachers. The study adds a new micro-level perspective on how teachers' sense of belonging is constructed between two co-teachers.

In this article, we explore workers' stories about digitalization of work and professional development. The data (101 stories) were collected from 81 Finnish government workers through the method of empathy-based stories (MEBS). MEBS is a qualitative data collection method in which participants write short imaginary texts based on an introductory script (frame story) designed by the researcher. In this study, participants were presented with two frame stories in which they were asked to imagine why digitalization had either supported or hindered professional development. The stories were analyzed inductively using qualitative thematic analysis. The findings illustrate the double-edged nature of digitalization, as it may both support and hinder professional development and learning by changing work tasks, work practices and knowledge development and management. Overall, the stories revealed that the participants perceived that digitalization may support professional development and learning, especially by providing opportunities for job control in terms of flexibility, and new ways for knowledge development and management.

In 2016 the Swedish fritidshem got its own curriculum where mathematics is formally introduced. The space where students can experience informal forms of mathematics in activities derived out of their own interest risks being slowly transformed into a schoolified form of mathematics, steered by teachers and striving for learning effectiveness. A policy enactment perspective was used to investigate the material, interpretive and discursive dimensions of the enactment process. Based on document analysis, observations and interviews in two cases, tensions between two different and competing discourses were identified: one driven by student’s interests and one driven by teacher’s mathematical agenda. The meaning of fritidshem math will configure in the tensions about what counts as desirable forms of mathematical activity in practice.