The aim of the study is to discursively identify student teachers' perceptions of the teaching profession early in their education and their motives for this career choice. Students wrote a letter sharing thoughts on why they want to become a teacher, how they regard the teaching profession and if someone inspired them in their career choice. The empirical data consists of 259 student texts from three Swedish teacher education programmes. The study employed a qualitative method denoting different categorizations compared to previous studies, emphasising the idea of multiple motives for career choice and the link to student teachers' evolving pedagogical identity. Major differences can be distinguished among the programmes, emphasising different main motives and shifting incipient pedagogic identities. The results indicate the value of organising teacher education programmes drawing on multiple motives, which is expected to contribute positively to completion of teacher education and teacher retention in future profession.

The measurable fiction reader. A tendency in Lgr11 and a consequence for teacher education. Based on the new syllabus for Swedish in the primary school, this article discusses measurable knowledge and scientific foundations in relation to reading and teaching literature. In addition, some possible consequences for teacher education regarding the school subject of Swedish following these changes are discussed. The results show that the explicit scientific base of the school subject Swedish, that is Comparative Literature and the Swedish Language, is insufficient as a foundation for the subject. Furthermore, Swedish as a school subject has been distanced from the established scientific basis of Comparative Literature. Our analysis also shows that the explicitly expressed intention of clarity behind the syllabus results in lists of content that are characterised by measurability, while the democratic values promoted in the curriculum are not even mentioned in the educational purpose of the subject. Finally, the article problematizes the scientific foundations of the teacher programme in Swedish.

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Intrigue and Interactivity. On Literary Values in Role-playing Games The aim of this article is to contribute to the current academic discourse on how meaning is created in the practise of role playing games, and to critically discuss the particular type of aesthetic experience that roleplaying games can provide. The empirical material consists of a ready made adventure, audio recordings of authentic role playing sessions, and interviews with the participants. The analysis is based on theories on the value of literature reading and on theories concerning narrative aspects of games. The results show that a perceived intrigue has a bearing on how the players create meaning in the gaming situation,and that literary values to some extent can be used to describe the aesthetic impact of role playing, but also that the function ofinteractivity in games can deepen as well asprevent this impact.