The purpose of this article is to initiate a Nordic exchange of research-based knowledge about elderly care education. The aim is to shed light on and discuss learning issues that the Nordic countries have in common. Changing ways of understanding and performing care work throughout the Nordic region create a need for new understandings of the roles of welfare professionals and of issues of their learning. In Denmark, elderly care education is anchored in social and health care programmes within the vocational education system. Targeted research has taken place in the field since 2006, but no attempt so far has been made to create a systematic overview of the existing research. This article presents the results of a scoping review of the research in social and health care education in the Danish context. The review includes 45 publications in which themes and types of learning actor are identified. The article concludes that there are relatively few studies that take a learning perspective on social and health care education programmes. The analysis shows a predominance of studies that examine the trainee as a learner, while few study teachers and care workers as learners or focus on organisational learning.

Denne artikel undersøger underviseres erfaring med pædagogisk ledelse i form af undervisningsobservationer og feedback. Undersøgelsens fund diskuteres i en teoretisk ramme af organisatorisk læring og Capacity Building for skoleudvikling. Artiklens data er produceret igennem et flerårigt aktionsforskningsprojekt. Projektet udspringer af organisationens ønske om at styrke skolens pædagogiske ledelse ved at forene forskning og udvikling. Projektet består af to aktionsfaser. I første fase undersøges undervisningsobservationer og feedback i et individuelt design. I anden fase integreres og undersøges undervisningsobservationer og feedback i et kollektivt design. Forskningsdesignet placerer dialogen som en central kilde til dataindsamling, udvikling og analyse. Artiklens forfattere (forsker og medforsker) har arbejdet tæt sammen om at analysere og udvikle aktionsdesign. I artiklen undersøges: Hvorvidt, og hvordan, undervisningsobservationer og ledelsesfeedback kan bidrage til Capacity Building som organisatorisk kompetence for skoleudvikling? Artiklen argumenterer for, at ledelsesobservationer og feedback til den individuelle underviser kan bidrage til individuel single loop læring i form af akut problemløsning i vanskelige undervisningssituationer. Ledelsesobservationer og feedback i et kollektivt design kan derimod stilladsere professionel læring og skabe afsæt for double loop læring og mulighed for organisatorisk Capacity Building.

General rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.-Users may download and print one copy of any publication from the public portal for the purpose of private study or research. -You may not further distribute the material or use it for any profit-making activity or commercial gain -You may freely distribute the URL identifying the publication in the public portal - 5 ENGLISH SUMMARYThis dissertation examines the implementation of pedagogical leadership, in specific: "observations and feedback" at Randers Social & Healthcare College. The Danish notion of pedagogical leadership arrives from a wide range of international research within the field of effective school research. These studies argue that certain types of school leadership may promote students' learning (Hallinger & Heck, 1998;