STS limitations in teaching education and research questions
Stig Broström from Denmark raises an interesting question: What is pedagogical quality from a child’s retrospective perspective? The paper focuses on ten-year-olds’ reflections on their lives in preschool. An interesting and specific research method was applied in this study, where twelve ten-year-old children collected data from their classmates. We hope the reader will be particularly delighted reading the findings of this research, which, in general, describes preschool as a positive period of life – “a life full of positive and exciting activities, and as a place of unrestrained freedom.” Gerd Pettersson from Sweden, Kristina Ström from Finland and Jan-Birger Johansen from Norway take the reader to rural Nordic schools. Using interviews with teachers as a research method, this Nordic research team present to the reader the teachers’ views on the resources available for supporting students with special educational needs. Such categories as relationship, collaboration, distance and concerns were taken into account, where “relationship and collaboration are enabling conditions for support while distance and concern are constraining conditions.” The reader will get the confirmation that “rural schools, regardless of location, are learning environments in which inclusion and diversity are natural and integral.”

Christel Sundqvist and Emma Lönnqvist from Finland invite the reader to continue the discussion about the special educational support issue and present to the reader an article about Co-teaching in the Inclusive Classroom. The systematic analysis of thirteen scientific articles, which were selected overall from countries outside the Nordic region, concluded that “special educational support should be offered to pupils in an inclusive way in regular classroom settings” and that “co-teaching between