AbstractThis degree project focuses on the questions how teachers´ within the four socially oriented subjects? history, geography, religion and social science use the textbook, and their attitudes towards textbooks. The method used in this project was interviews with teachers. Previous research shows that teachers use the textbook to a great extent. Studies also show that teachers? way of educating depends upon their individual educational attitudes.

The purpose of my study is to explore teachers reasoning regarding the motivation of students in religious education. I investigate the teachers' expectations of the students' behaviors which are being judged by the teachers, in order to assess whether the students their classes are motivated or not.                      In order to present views of the teachers? reasoning, the study uses qualitative method and is based on interviews, conducted with eight different high school teachers.The results show that teachers tend to expect the motivation of the students to contradict their own expectations before starting a course or they presume that the expectations are going to be confirmed in class. Furthermore teachers seem to have preconceived ideas regarding how motivated or un-motivated students behave in class.

 The aim of this essay was to examine the way preschool teachers and children converse during school meals, and also the way preschool teachers start and develop conversations during meals. The conversations were analyzed from the topic of conversation and the teachers' ways of using language acts such as questions, remarks, exhortations. The study was based on observations, tape recording and contact schedule. The result shows that the topic of conversation is significant for how involved teachers are in conversations during meals. The result also shows how conversations develop or end depending on what language acts teachers use.

Our intention with this study is to investigate teachers work in a multicultural classroom. For the purpose of this study, a web survey was constructed. The investigation was carried out among teachers on three different multicultural secondary schools in Sweden. 53 teachers informed us about their own experiences and thoughts concerning their work in a multicultural classroom. Conceptions as multiculturalism, methods in teaching, the climate in classrooms, teacher cultures and interculturalism has been used in the study.

Through qualitative interviews with six teachers at a school an understanding of teachers´ conceptions of, and conditions for their work on pupil democracy and student participation are sought.Formulation of questions were as follow:What does pupil democracy and pupil influence mean for selected teachers?How do selected teachers´ work with pupil democracy and pupil influence?What opportunities and complicatedness?s do selected teachers see with this work?Through this the selected teachers views on children and their thoughts on their role as a leader also are investigated.According to the curriculum the Swedish school should aim to transmit primary democratic values and pursue the education through democratic work models. Further the pupil should acquire influence of their education. The theory exposes several approaches on democracy and influence. These approaches are further on applied on the school.The result of the study evinces that selected teachers´ practice both pupil democracy and pupil influence.

The aim of this research is to develop a better understanding of how preschool-teachers respond to children in preschool, when they show that they want to have some influence. I have concentrated this study on how the preschool-teachers respond to the children in the gatherings and when the children are playing freely indoors, where the questions at issue are:How do the preschool-teachers respond to the children?s initiative for participation in the gathering and while playing freely?There have been four preschool-teachers and 14 children who have taken part in this study. The children who took part are in the ages of three to five. The study was done at a section in a preschool in middle Sweden.The method used in this study is unstructured observations.

The purpose of this study was to investigate into the praxis based sociocultural tools that are utilized to enhance language development in early childhood education. Four pre-school teachers were involved in this study. Two were recruited from an independent pre-school "Maria Montessori", practicing the pedagogical philosophy developed by Maria Montessori. Two were from a public pre-school herein named "Kvasten", which has no official philosophy but where the teachers (like in many Swedish pre-schools) work in a general alignment with the principles of Reggio Emilia pedagogics. The theoretical fundament of the study lies in the general theories of language development and education of Jean Piaget and Lev Vygotskij, and the comparative element mainly concerns the variations in pedagogical praxis between the two pre-schools, and the way the teachers reason about language development.

The main purpose of this study is to take a closer look at how teachers work with writing and to examine some theories on the teaching of writing. Five teachers in two schools are included in order to get an insight in teachers? practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all teachers seem to use aspects from several theories.

According to the Swedish curriculum the education should establish respect for human rights and democratic values (Skolverket, 2011, s.7). The purpose of this study is to investigate how five first grade teachers understand the democracy education and how they practice it in reality. I have, based on the purpose of this study issued following questions:What is the teachers interpretation of the democracy education? How does the teachers work with democracy in practice?What difficulties does the teachers see with the democracy education?This study is made through a qualitative method based on interviews with five teachers. The results show that the teachers at both schools, despite the different definitions of the concept of democracy, yet interprets democracy education relatively equal.

The aim is to examine teachers own experiences of leadership, leadership styles and what good leadership is and to find out how teacher leadership can influence students according to teachers. My questions are: How do teachers evaluate leadership and their own leadership styles?What is good leadership according to teachers?How can the teachers leadership styles affect students in the classroom according to teachers?The method used is a qualitative method based on interviews with five teachers. The reason why I have chosen a qualitative research method is that I believe that this method can give me better results by understanding the world from the interviewees? point of view.I have come to the conclusion that the interviewed teachers believe that leadership and management style play a large role in the teacher's profession and that the teacher's leadership style in the classroom democratic or authoritarian have a major impact on students. The teacher should consider his management and find some sort of balance by exercising both democratic and authoritarian leadership style and adapt it to the situation. And In terms of results regarding good leadership of the interviewed teachers, I can say that good leadership is largely about good relationships between teachers and students and that a teacher can become accepted as leader by winning students confidence..

The aim of this thesis is to investigate, and thereby highlight, the new role of special needs teachers in conducting educational development in the fields of linguistics and literacy. The thesis defines how educational development, as described by special needs teachers, can be conducted and what conditions they perceive for such development. Factors which, according to special needs teachers, promote or hinder the development are discussed.The study uses a qualitative method involving knowledge-creating dialogues, analyzed hermeneutically, with two special needs teachers. Results are then discussed in light of relevant research and sociocultural theory. The study indicates that special needs teachers? main tool, to support teachers, is diverse use of dialogue.

AimThe main aim of this study was to find out how teachers reflect on their work with developing pupils? interest towards mathematics in grade nine. As a teacher in mathematics, it is important to be aware of different views on interest towards mathematics and how it is possible to work in that direction. Since developing interest towards mathematics is written the in syllabus as criteria for teaching mathematics in grade nine, it is important to know and take an active role in finding ways to approach the issue.Main issues? How do teachers in grade nine reflect over their work with development of interest towards mathematics?? How are teachers? Beliefs Systems reflected in their work with interest?MethodThe main focus of this study was teachers? perspective on their own work on developing interest towards mathematics.

The purpose of this study is to explore how teachers in Sweden and Croatia work with children that have problems like ADHD and dyslexia in school. I have chosen to compare pedagogical methods between Swedish and Croatian teachers which are used in work with children with difficulties when it comes to the education and teachers approach to these children. I have done a qualified study and have interviewed teachers in both Sweden and Croatia and one specialist in pedagogy in Croatia. I compared with these interviews information from earlier studies and literature. Results show that teachers in Sweden are of the opinion that every student who has these difficulties is different and therefore the use a variation of pedagogical strategies is crucial.

The aim with this study was to investigate how a few teachers in Swedish, at upper secondary school, are using computers in their teaching, and what approach they have towards using computers in teaching. A qualitative study has been made to accive a result, on this matter, were five currently teaching teachers in Swedish, at different upper secondary schools, have been intervjued. The teachers answered questions concerning how and in what speciefic fields of study they use computers, the computer program and -tools they are using and what benefits and disadvantiges they see with computers in teaching. They also answered questions concerning the availability of computers at the schools which they are working. The study showed that the way teachers are using computers in their teaching, and the amount they are using them varied between the teachers; but all are using computers mainly with the purpose to write texts and to search for information. All teachers also had in common that they are using computers not as frequently and in a different way when grammar is concerned. It appered that the teachers were mainly positive to use computers in their teaching, even if some teachers acknowleadged more disadvantiges than the others.

This research is about different perspectives, offered by three mother tongue teachers, one principal and also featuring a representative from Skolverket, on the subject: teacher legitimation for mother tongue teachers, mother tongue teachers opportunity for competence education and the future of mother tongue education in Sweden.The theoretical framework is mother tongue language, globalization, the post-colonial theory, power and social inequality. A qualitative approach was used including five interviews taken place in Stockholm, the results does not however represent the whole country nor the community of Stockholm itself.The result shows that mother tongue teachers thinks the teacher legitimation does not mean anything regarding their already low-status. Even principal and representative from Skolverket express their concern towards the 'non-demand' for mother tongue teachers to get their legitimation and they feel there is a lack of ambition from decisonmakers to include the mother tongue teachers.As per today there is no higher education for mother tongue teachers leading towards an exam. Mother tongue teachers are worried about their future although principal and representant takes a bright outlook. .