摘要：In this article, differences in eight primary school teachers' woodwork practices in art and craft are examined. A data material generated in connection with school visits consisting of multi-faceted conversations, photo material and observation of woodwork is analyzed through a diffractive analysis and the concept of project for practice from the theory of practice ecology. Through the analysis, a complex image is shown that shows how it is not only the teacher who is central to how education is created. A picture of a network of relationships is drawn, both in macro and micro perspective in specific teaching situations. As a result, teachers' projects for their practices show that they are created by aspects such as their very different access to materials, different self-interest in woodworking and differences in school priorities.
