Constructing inclusive teacher identity in a Finnish international teacher education programme: Indonesian teachers' learning and post-graduation experiences.

This article explores how Indonesian teachers continuously reconstruct their identity as inclusive teachers during learning and after graduating from a Finnish master's degree Programme. Taking a narrative and dialogical perspective on identity construction, we analyse the teachers' narratives about their experiences during learning and after graduation when they returned to their respective schools. The findings illustrate the process of teacher identity construction to be inclusive teachers as a repositioning loop.

Experience-Dependent Effects to Situational Awareness in Police Officers: An Eye Tracking Study.

Police work requires making suitable observations which form the basis of situational awareness (SA) of the encounter in progress. Incomplete early-stage SA (i.e.

Boys' Experience of Physical Education When Their Gender Is in a Strong Minority.

A literature search indicates an absence of research into boy's experiences of physical education (PE) in classes in which there is a significant majority of girls. The aim of the study was to examine how boys in such classes experience their PE lessons. The methodological approach was qualitative, and data were collected with interviews of 13 boys in classes with more than 90% girls at a Norwegian high school.