During the past twenty years, the Swedish school systems have slowly changed to becomemore and more performance-driven. Private schools have been growing in general and, likeindependent schools and schools managed by municipalities, they profile themselves. Schoolsare becoming more performance and result-oriented, which has changed the roles of teachersin a dramatic way and is in general, still changing.By profiling students based on theirindividual performance, schools are able to help students identify themselves and their owngoals. The process of profiling is a slow one in which some teachers adapt more quickly thanothers, and one that is critical for other teachers to learn in order to keep up with the demandsof society.Schools, like ordinary businesses, are in constant competition with each other to keep up withthe newest and greatest models of teaching and to rank among the best in high achievements.Perhaps the downside of this modern school structure is that it is often difficult to have aschool where both school management and teachers see eye to eye. School management must heavily focus on the school?s results as a whole.

In this study I want to survey which plays preschool teachers thinks are accepted in preschool and wish aren?t. I also found it relevant to investigate when and why they choose to interrupt a play and what happens when they do? My interest for the possibility that we might judge by some values was the reason for my question formulations and for the follow-up questions in my interview. For my survey I used semi-structured interviews to get a deeper knowledge about this domain and for the opportunity to ask further supplementary questions.The results show how preschool teachers accept most of the plays and that those plays that aren?t accepted and in need of being disrupted or to be changed mostly are plays where someone could be hurt or violated. It also shows that the preschool teachers think that they should regulate or interrupt children´s plays as little as possible because most of the time interruption turns the plays in a negative direction.My conclusion is that preschool teachers are willing to see children?s intentions but there are also norms and values that regulate what´s accepted or not..

The purpose of my essay is towrite about newly qualified elementary teachers during their first professional experience and their opinions of a teacher's identity. My interest is a result of that I myself am studying to be a teacher and am reaching the end of my studies.My purpose is mainly to examine how teachers first experience their role and if their education helped them resolve any problems they had. My aim was also to examine what the teacher?s identity and role and the question of leadership means for new teachers?I have used a qualitative interview method.The results showed that new teachers experience difficulties and that their training does not prepare them sufficiently. The results also showed that the teacher?s identity, the teacher?s role and leadership are factors that grow with time and experience in the teaching role and that it is not something that the beginner teachers acquire during their education. I have achieved a clearer picture of what to expect and how to enter into the role of teacher with support and time..

AbstractThe purpose of this essay is to investigate the views Swedish elementary school teachers produce on the subject of ethics. The teachers? thoughts on selection among ethical notions is described and also how these notions are assessed. The essay proceeds from the central content and the knowledge requirement in the syllabus of religious knowledge.The empirical survey is based on qualitative scientific interviews with four teachers employed in grades 4-6 at different schools.The teachers find ethics in its current state of the syllabus hard to define and they find encounters with parents and pupils difficult in their tasks. The selection of ethics is decided by previously planned basic values education or from conflicts erupting during schools hours.

Student influence is a well debated subject and all Swedish teachers should let the students influence their education. According to research the student influence is generally low and something that varies from school to school. The school policy documents do not clarify how much impact the students get to have on their education and the impact is therefore something that every individual teacher decides. These individual differences are the reason of this study.This is a qualitative study about four teachers work and thoughts focusing on the subject of school democracy and student influence in the school environment. The study is based on qualitative interviews in order to highlight four different teacher?s thoughts.

The purpose of this paper is to find out pedagogues approach to intercultural education through IVIK, goals and guidelines, the school for newly arrived students and how student experience and knowledge are utilized. In my study, I used a qualitative research method. I have interviewed four teachers and four students and a school administrator at IVIK. Results of the study show that most teachers have a good understanding of interculturalism, but that doesn?t mean that teachers make of this relationship means in their teachings.

This thesis investigates collaboration between teachers and librarians concerning reading support activities in senior high schools in Sweden. The following questions were posed: 1. How do the teachers and school librarians cooperate when it comes to promoting reading? 2. To what degree of cooperation is that? And how is the level of cooperation perceived? 3.

We have done a qualitative and quantitative study about math problems on second­ary school students. The study is based on the diagnosis, treatment and training of teachers, about students who have math difficulties. The aim of this work is to obtain teachers ?perceptions about students? diagnosis, treatment / improvement and continuing education for students who have math difficulties. By having interviewed various teachers through surveys we have received answers to their concerns about the diagnosis, treatment and the importance of continuous training of teachers on students? mathematics difficulties.

The object of this study is to examine the effective functionality of an OPAC-system while a few participants interacted with the catalogue. I?ve used Carl Martin Allwood?s (1998) four designed usability factors to be able to estimate the effective functionality of the online catalogue. Theoretic basis is Human Computer Interaction together with Allwood?s four defined usability factors.

The purpose of this discourse-analytical study is to investigate teachers? beliefs about writ-ing and writing instruction and how their beliefs and writing instruction can be understood in relation to the Lgr11 syllabus in Swedish. The study included five teachers who teach in grade 6 of primary school, where I applied Roz Ivani??s theories of written discourses, based partly on interviews with teachers and classroom observations of teaching, partly on the Swedish curriculum for grades 4?6. The result shows that teachers move within creativi-ty, process, genre and social practice discourse, while the skills of discourse and the socio-political discourse lack matching.

The purpose of this study is to investigate how teachers approach communication in their mathematics instruction. The communication involves concepts such as teachers' mathematical language, incorrect answers, and various interaction patterns. In line with this, the study also examines how these types of communication may affect students in the classroom. Furthermore, observations and interviews were conducted with five different teachers in Sweden using an observation scheme and an interview guide. The results reveal that four out of the five teachers use both child-directed and adult-directed language when addressing students at different levels of mathematical understanding.

The purpose of this study was to investigate how two students at intermediate level in reading and writing disabilities and two special education teachers perceive the use of assistive tools in school. The questions used to answer the purpose was how assistive tools are used based on students´ perceptions, the purposes for which assistive tools are used based on special education teachers´ perceptions, what opportunities and/or barriers pupils and special education teachers experiences with assistive tools and how it works when assistive tools are implemented based on students´ and special education teachers´ perceptions. Data were collected by interviews. The results show that the assistive tools are mainly used for writing assignments and to ?read-with-ears?, primarily to facilitate the learning process in the classroom.

In the previous curriculum for the preschool Lpfö 98, the educational responsibility was documented belonging to all the team members. On the 1st of July 2011 a new curriculum was introduced to the preschool, Lpfö 98/10, where it is documented that the educational responsibility now belongs to the preschool teachers. According to curriculum experts at the Swedish school board this educational responsibility is not new, just a clarification of the preschool teacher?s educational responsibility.This study is a qualitative study and the purpose was to interview the preschool teachers about their thoughts concerning their educational responsibility. The purpose was also to examine if their educational responsibility has affected their role in the team at the preschool and if they believe that this has any significance for their profession.My result of the study shows that the educational responsibility of the preschool teachers now has been clarified and that they should take a leading role in the team towards the goals that are set for the preschool.

Aim and questionsThe aim of our study was to increase knowledge about successful school managers' views on teachers' mental health and their own work regarding this subject.In what ways do the school manager work preventive with measures on teachers' mental health? How does leadership affects teachers' mental health? What factors create mental health among teachers? MethodIn order to answer the questions, we have chosen to use semi-structured interviews. To get in touch with schools that have been successful with their work with the teacher's mental health, we have made a targeted step wise sample where we contacted the primary managers of six randomly selected municipalities in Stockholms län. In total six school managers have been interviewed. The empiric data were thematized and analyzed based on the demand-control-support model. ResultsAll the interviewed school managers agreed to that the concept of mental health is about feeling good, about balance in life and to feel safe.

According to the national curriculum guidelines for elementary school, preschool and after-school 2011, (i.e. Lgr11), the Swedish school is based on a democratic foundation. Schools should prepare students to develop an understanding and acceptance of cultural diversity not only in the society as a whole but also how this should be reflected in the morals and ethics between us. The purpose of this study was to describe how teachers in multicultural schools perceptions and experiences on teaching pupils with diverse immigrant origin, and how they apply these cultural expression in practice.In particular, I focus on four teachers in multicultural schools and how they reason about applying cultural expressions that are transmitted at these schools and by them. Explicitly, I review how from policy documents and their own personal pedagogic are reflected in the actual teaching.