In regards of teaching in lower and secondary schools the article pursues an empirical answer to how it is possible to talk about and accommodate pupils formation without defining, predicting and instrumentalizing the teaching practice. An action research project combined with practice-theoretical analyzes of teachers approach to formation shows, that language and concepts about formation must be open and sensitizing. Furthermore it is shown that teaching should be intentional but not causal, which underlines that teaching is experimental also in terms of planning and development. Finally a model is presented, which seeks to clarify important characteristics of what is described as a pedagogical reconsideration, that formation-oriented teaching must rely on.

The purpose of this article is to explore and reflect on the changing professional practice of educator facilitatormentors in relation to student-centred learning and learner agency in vocational institutions across three countries. The collaborative work stands against the backdrop of the COVID-19 pandemic and exploring different ways of delivering skills and competencies suited to the market and how to empower adult learners. We were motivated by our passion for learning from others, even if we had to meet online over three time zones rather than in person as before. CONTEXTStudent-centred learning (SCL) is a term widely used in literature about the higher education sector and the delivery of services. It seems to be a catch-all for a broad group of pedagogical concepts and approaches focussing on the learner and their learning. At the core are active learning, deeply reflective and experiential learning, shifts in responsibility and accountability to the learner, learner autonomy, the physical environment where learning takes place, and more focus on the relationship between the learner and the teacher. In European policy, SCL aims at effective learning, higher learning outcomes, and the overall purpose is competencies suited for the labour market (European Higher Education Area [EHEA], 2009;Dakovic & Zhang, 2021). As a pedagogical approach, the purpose is wider, including deeper transformational learning, critical and humanist education and whole-person learning (Hoidn & Reusser, 2021).Recently, the role of the teacher has seen more scrutiny; there is a clear move to see the teacher as a mentorfacilitator, focussing on the learner's learning journey rather than on the content being studied (Hoidn & Reusser, 2021). Interestingly enough, this concept is not new and can be traced back to the writings of Jean-Jacques Rousseau, the work of John Dewey, who linked problem-solving and learning with the pace being set by the learner, and the constructivist theories of Piaget and Vygotsky (Hoidn & Reusser, 2021;Lefrançois, 2019). However, what is missing from much of the discussion is the high dimensionality (many facets) of the identity of the learner and how that translates into the development of the relationships, the learning, and the assessment of progress and transformative outcomes. Even though we are only starting our investigative journey, we have already uncovered exciting aspects of what we would like to call the recognition and development of the learner's agency.The concept of changing learner (and mentor-facilitator) agency is core to the approach we aim to follow. Part of what we hope to develop further, in the collaboration under the Global Polytechnic Alliance (VIA University College, n.d.), is how this concept is understood and perceived in each of the participating organisations. We plan to draw carefully on several resources as we continue this work. We are careful to state that this is a view that we use as a starting point for discussion, internally and externally.

Det særlige ved at undervise på en læreruddannelse er, at man underviser nogen, der selv skal lære at undervise. Dette giver anledning til et dobbelt didaktisk blik fra læreruddanneren eller udvikling af en andenordensdidaktik. Med afsæt i denne konstatering i læreruddannelsesforskningen, søger artiklen at besvare spørgsmålet om, hvordan denne andenordensdidaktik kan operationaliseres og udmønte sig i den didaktisk praksis på læreruddannelsen. Som svar på dette spørgsmål udvikles en andenordensdidaktisk planlægnings- og analysemodel med afsæt i en almen didaktisk model orienteret mod folkeskolen. Modellen følges op af anbefalinger om ’modelling’ som eksemplarisk undervisning i tre forskellige betydninger, der kan bidrage til didaktikken og undervisningen på læreruddannelsen.

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Is the applied research done at Danish university colleges conceptually ‘other’ than the research done at other research institutions? Even though research processes vary in relation to their field and the problems studied, we argue, with inspiration from John Dewey, that it is not warranted to conceptually make this demarcation.