The aim of my study is to examine how six teachers discuss their choices of work methods in teaching mathematics, as well as the methods they are currently using and what they have based their choices on. This study also covers how these teachers approach educational planning and where they get inspiration for their teaching material, and finally the advantages and disadvantages of each method according to the teachers. To be able to fulfill my purpose of this study some questions had to be considered: How do these teachers approach the planning of studies of mathematics and where do they find ideas for their lesson planning? Which methods do these teachers use in the teaching of mathematics and what are the reasons behind their choices of methods? Which advantages and disadvantages do these teachers see in the methods they use during the teaching of mathematics? This is a qualitative study, mainly based on qualitative research interviews according to an interview guide. Six teachers, from five different elementary schools, grade 1- 3, have been interviewed for this study.

The main purpose of this thesis is to examine upper secondary school teachers? views of their students? information seeking practices and their perspectives on consider the concept of information literary. The theoretical framework consists of a sociocultural perspective and the empirical material has been collected through interviews with six upper secondary school teachers. The material is analyzed phenomenographically and revealed three practices. Social science teachers consider the library and librarian to be valuable resources for students? information seeking, particularly in view of information overload in society today.

Are we able to help younger students to develop their understanding and their use of the capital letter, dot and question mark by giving them intensive teaching on the subject during a short period, and would the effect be long lasting?I decided to investigate this together with young students in second and third grade and at the same time try to see which grade would benefit most.By using an experimental research design I conducted the investigation in a class with children from both grades where the result was compared with two similar control groups. The investigation lasted during five months, while the students were able to show their knowledge in the subject just before and after a two weeks period of intensive teaching and then again after four months.The result showed that the intensive teaching had an effect that lasted over time and that it was the students in second grade that would benefit most. .

The purpose of this study was to examine how teachers in primary schools experience the situation of teaching newly arrived immigrant pupils in their regular classes and also how they plan their teaching for these pupils. The empirical study did intend to answer the following two questions; how do teachers experience the situation of teaching newly arrived immigrant pupils in their regular classes? How is teaching of newly arrived immigrant pupils in regular classes being formed? A qualitative method was used in the form of interviews with five primary school teachers from two different schools. The overall perspective I have assumed in this study is the sociocultural perspective, but I have also taken up a second language perspective and an intercultural perspective. All the teachers in the study have described their experiences of teaching newly arrived immigrant pupils in terms of difficult, tough and demanding at the beginning, but nowadays somewhat easier.

This paper sets out to examine to what extent French grammar teaching contributes to the students? practical, oral skills. Are the students familiar with the grammatical system without knowing how to apply it orally in practice? The paper contains a theoretical background and an empirical survey. One quantitative and one qualitative method have been applied in the survey.

The purpose of this study is to observe which method that is used when it comes to teaching geometry. The study aims to take a closer look at four different ways of teaching: illustrations, using practical objects, brainstorming and verbal communication. The method used to get the results is observation. With the result, we can deduce primarily that the educators make use of the four didactic methods to varying degrees. There are similarities between most of the teachers but also differences between them.

The purpose behind this work was to investigate whether I could from a practical approach to create desire for mathematics among students in primary schools. I wanted also to find out how students feel about their current mathematics teaching. By introducing an equation game, and interviewing students to find out their perception of their mathematics teaching, I was able to answer my questions. What I came to was that through a practical and laboratory work, I could create an enjoyable educational opportunity in mathematics. Then during the interviews I also learned that students had not a pre-determined negative attitude towards mathematics.

In this essay we study the practice of teaching and learning through aesthetic learning processes in a Waldorf School. Through an ethnographic field study three Waldorf teachers have been interviewed about their views regarding in what ways aesthetic learning processes are present in their teaching and how learning through these processes is being carried out practically. For the study a specific class has been observed during three days in a Waldorf School in Stockholm to examine how the aesthetic learning processes are being performed in practice.Through the study we have reached the conclusion that in this particular Waldorf School teaching is being performed artistically and through aesthetic approaches and perspectives. This way of teaching is being carried out not only in the aesthetic subjects but also in the theoretic. The results of the study show that aesthetic learning processes are present in almost all of the subjects in this Waldorf School..

The aim of this study is to investigate the view of literature that shines through in the Swedish curriculum for secondary school, Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011. The idea is that this view of literature becomes visible when analyzing the curriculum?s ways of legitimating the teaching of literature and its relation to the use of a literary canon. The analysis compares the phrases from the curriculum regarding the teaching of literature and compares these phrases with the various literary visions that earlier scholars advocate. Based on these comparisons, discussions are raised about the pros and cons of the curriculum's ways of legitimating the teaching of literature and its relation to the use of a literary canon.

The survey aims to highlight and describe how the schools' teaching strategies look like in the work of pupils from the neuropsychiatric disability AD/HD (Attention Deficit / Hyperactivity Disorder). The pedagogical strategies have been investigated in an integrated and segregated teaching method. The study is qualitative in nature where the interviews conducted, first with a student who has been diagnosed AD/HD but also with teachers from each school who is well versed in student teaching and work. The results of the study show that knowledge and commitment about AD/HD is crucial to students' role and function in school. If knowledge and commitment is sufficient for the student teaching tailored to student needs and the risk of misunderstandings occur decreases. Security is a key factor for students who have been diagnosed AD/HD and learning form in itself is no guarantee that students will feel safe. Students have in the two teaching methods stressed that they feel safe at school and with their education and therefore has no teaching method preferred.

The aim of this essay is to examine why and how three teachers who work in elementary classes choose to use ability grouping during math lessons and what they think of ability grouping as a method to individualize the activities according to the pupil?s needs.I chose one main question for this study that is the following:What is the teacher?s point of view and experience of ability grouping in teaching mathematics?And three sub-questions:What are the motives behind the choice of ability grouping?What are the advantages of ability grouping?What are the disadvantages of ability grouping?In order to be able to answer my questions, I used the qualitative method. I interviewed three teachers who work in the elementary classes (First to fifth grade) to find out what they think about ability grouping and how it is experienced in mathematic teaching.The result shows that the common thing between these three teachers is that they don?t use ability grouping as the only teaching method. They all agree that the whole class teaching has many benefits for the pupils.

The purpose of this study was to examine how teachers conduct their teaching to be language developing, and how they in a practical way work with semi-speaking students who have language deficits in the Swedish language and / or their native language. To carry out this study, I used qualitative interviews as a method and I have interviewed six teachers working at a high school.The school that these teachers work at execute a language developing teaching throughout all the courses in the school. All teachers have a similar idea of what language developing work is, however, how they go about and what is emphasized most in the teaching differs. The reason for this is because these teachers have different experiences with the language developing teaching. These professionals agree that this approach is very important and that all teachers, regardless of subject, should work in a language developing way, in parallel with the rest of their subjects.

The purpose of my study was to explore how preschool educators in Kenya look at children's influence on teaching. Researchers have argued that the formal educational system in Kenya today is a remnant of its days as a colony when people were expected to blindly follow rules without questioning them. I have used qualitative interviews as a method in order get the most concrete understanding of educators? views on the influence from children. The educators I interviewed were based at a school I visited in Kenya.

The background to this study is an interest for teacher?s thoughts about choices and teachingmethods and motives for these choices. A question is about the meaning of professional experience and the importance of choices in teachingmethods according to the teachers. The purpose of the study is thru a qualitative study examine teacher?s thoughts and statements about choices of teachingmethods to shed a light on different teachingmethods in early years in school.

Unlike previous research, this thesis considers the possibility of regarding the morning prayers in Swedish schools as preaching, rather than teaching. 28 morning prayers, delivered in the church of S:t Johannes in the city of Malmö during 1939-1954 by the religious teacher Astri Heimer (1889-1986), constitutes the material for analysis. The purpose of this thesis is to examine if Heimer's morning prayers may be regarded as preaching, and to discuss the significance of this, in particular considering her role as leader of morning prayers.The examination is conducted in three steps. The first step investigates how morning prayers in general ought to be understood - as teaching or preaching? This is done by describing and comparing the literary genres of religious teaching and preaching, looking into the rules and principles which define the field of application.