About STLS

Stockholm Teaching & Learning Studies – STLS – is a collaborative research and development environment that supports teacher-led projects aimed at improving teaching and learning through practice-oriented research.

Co-workers at Stockholm Teaching and Learning Studies – STLS. Photo: Private.

STLS is carried out in close collaboration between Stockholm University, the Swedish School of Sport and Health Sciences, and school authorities with ULF agreements. Established in 2009, it brings together schools and higher education institutions to strengthen practice-based research where teaching is developed through collaboration between teachers and researchers.

Purpose and activities

STLS supports research and development projects that address questions and challenges arising in classroom teaching and preschool practice. A central idea is that research is conducted with and for teachers, based on challenges identified in professional practice.

Within STLS, activities also include research seminars for participating teachers and preschool educators, as well as the annual Teachers’ Research Conference (LFK). The environment also serves as a meeting place for research-active teachers across different subjects and educational levels.

The overall objectives of STLS are:

Facilitate contacts between researchers and teachers within the school system
Initiate and carry out research and development projects (R&D projects)
Create structures for involving researchers in the school authority’s R&D work
Develop models for FoU work within the school system that involve teachers
Develop formats for reporting and disseminating research results

Organisation and development

Since its foundation, STLS has expanded to include several municipalities and educational actors. It is organised through subject-didactic networks led by researchers and experienced teachers. Around 100 teachers currently participate in ongoing projects, which are funded jointly by school authorities, higher education institutions, and national ULF funding.

The networks within STLS

English and Modern Languages
Mathematics
Practical and Aestetichal Subjects
Preschool teaching
Science and Technology
Social Sciences
Swedish, Swedish as a Second Language and Mother Tongue
Teaching in after-school care
Vocational Subjects

More information

STLS is also part of the broader national ULF agreement framework for practice-based research collaboration between school authorities.

Publications

Here you can find a selection of publications.

Maria Andrée & Inger Eriksson (2020). A research environment for teacher-driven research–some demands and possibilities. International Journal of Lesson and Learning Studies, 9(1), 67-77. DOI 10.1108/IJLLS-02-2019-0015.

Marie Björk & Gunilla Pettersson-Berggren (2015). Teachers developing teaching: A comparative study on critical features for pupils’ perception of the number line. International Journal for Lesson and Learning Studies, 4(4), 383-400. http://www.emeraldinsight.com.ezp.sub.su.se/doi/full/10.1108/IJLLS-12-2014-0045

Silvia Kunitz, Jessica Berggren, Malin Haglind, Anna Löfquist (2022). Getting students to talk: A practice-based study on the design and implementation of problem-solving tasks in the EFL classroom. Languages, 7(2), 75; https://doi.org/10.3390/languages7020075Ella

Kai-Larsen, Marie Rimeslåtten, Attila Szabo, & Paul Andrews (2022). Swedish students’ exploration of trigonometrical relationships: GeoGebra and protractors yield qualitatively different insights. https://hal.science/hal-03748397

Jonathon Mckeever & Laura Runceanu (2022). Replay the game and teach for understanding: exploring the use of video tagging in an invasion games unit. Physical Education and Sport Pedagogy, DOI: 10.1080/17408989.2022.2097653

Andrée, M., & Eriksson, I. (2020). A research environment for teacher-driven research–some demands and possibilities. International Journal of Lesson and Learning Studies, 9(1).

Kai-Larsen, E., Rimeslåtten, M., Szabo, A., & Andrews, P. (2022). Swedish students’ exploration of trigonometrical relationships: GeoGebra and protractors yield qualitatively different insights. In Proceedings of the Twelfth Congress of the European Society for Research in Mathematics Education (CERME12).

Kunitz, S., Berggren, J., Haglind, M. & Löfquist, A. (2022). Getting students to talk: A practice-based study on the design and implementation of problem-solving tasks in the EFL classroom. Languages, 7(2), 75.

Mckeever, J., & Runceanu , L. (2022). Replay the game and teach for understanding: exploring the use of video tagging in an invasion games unit. Physical Education and Sport Pedagogy. E-publicering före tryck.

See more articles from STLS in Diva

Last updated: 2026-06-10

Source: Department of Teaching and Learning