Making teachers' pedagogical capital visible and useful.

Abstract

Purpose – The purpose of this paper is to compare methods of working with pedagogical capital in teacher and mentor education. The authors make an account of the development of the concept of pedagogical capital and relate it to the theoretical context of practice theory. Empirical data will substantiate the theoretical discussion of teachers ' pedagogical capital.

Design/methodology/approach – Comparative analyses of the authors ' research and empirical data were undertaken.

Findings – Three dimensions of pedagogical capital have been identified: an experience content dimension, an analysis dimension and an acting dimension.

Research limitations/implications – The authors find potential in using and further developing the concept of pedagogical capital in its various dimensions and in relation to other similar concepts.

Practical implications – The authors ' methods could be used for school development purposes as well as in teacher education.

Social implications – The aim of the paper is to underline the value of the contributions people can make to society as a whole and as teachers in school, in particular. The recognition of the ability to analyse and contribute is the essence of this work.

Originality/value – The value of the paper is the introduction and development of pedagogical capital in an international context. The value is also the common analyses of educational work in Sweden and Norway.