To skolers arbeid med overgangen til mellomtrinnet med teorien om praksisarkitekturer som linse

This study applies the theory of practice architectures (Kemmis et al., 2014) to examine teachers’ and school leaders’ ‘sayings’ in relation to various aspects of the transition between fourth and fifth grade. In total, we interviewed nine teachers and five school leaders at two different primary schools. The study primarily focuses on how the participants describe structuring this transition. The findings show that both schools have their own practice architectures, characterized by implicit ‘relationships’. The schools are concerned with creating the best possible transitions for students, and they report that the ‘doings’ they have initiated have had a positive effect.