In this essay I reflect on what makes a good preschool teacher today. I discuss the importance of education, the importance of experience and practical knowledge, but also the importance of capacity for self-reflection and listening. I bring up examples from my workplace, where some think more about their limitations than on what and how much they actually can. Others are more satisfied by what they can and see less of their limits. Some are also lack of the will to see differently and to do changes.

The goal of this study is to examine what five teacher?s impression of the teacher?s role is in their previous years. How important the ?joy at work? is in relation with the educational progress? And what aspects that contributes to the? joy at work? and what obstacles that stops them. The essay will also go through the concepts of a teacher role, with connection to the theoretical perspectives of Csikszentmihalyi?s Flow and Antonovsky?s Salutogenesis (KASAM).The method I used was interviewing five teachers and I used Larsen?s chapter of ?content analysis? as a basis, I also used Flow and KASAM as theoretical references in my analysis.

Forming teacher teams is currently the standard way of organizing teachers in Swedish Compulsory Schools. This is the result of a process that started in the 1970s.Traditionally the culture of teaching has been one of isolation. Once the door to the classroom is shut, what happens behind the door is up to the teacher to decide. Over the past thirty years a lot of time has been dedicated to making fundamental changes in the way teachers interact with their colleagues. Today the idea of teachers forming teams is generally accepted but still the core of a Swedish teacher?s job is that of a lone worker.

The purpose of the study is to get a deeper understanding in how the teachers work withthe students during the pedagogic meal. This by observing teachers during the schoollunchand see which pedagogic activities takes place. The paper intends to investigatehow teachers relate to, and act according to the guidelines that are applicable to theeducational meal by both the Swedish government and the schools.The study was conducted with the help of observations studies in two elementaryschools. The two municipalities looks different on the pedagogic meal. At both schoolsthe survey was conducted in the school canteen.

The purpose of this study is to examine how two different primary schools with the same school management district work with daily physical activity. We have chosen to conduct our investigation based on interviews. Through the interviews, we can highlight the teacher´s and principal´s interpretations of the concept regarding physical activity and find out the school´s arguments and working methods for pupil´s physical activity. These two schools work with physical activity in two different ways and the study describes the teacher´s and principal's choice of approach. Since our training is directed towards the younger ages, school years 1-3, we chose to interview teachers who work in these classes.

This study aims to investigate how a number of students who are at the end of a teachers? educations program in social studies, geography, religion and history interpret that the national curriculums states that every teacher is responsible for students language development and should be supportive of language backgrounds. In the light of the curriculums the study explores how the teacher education students feel that the education has prepared them for teaching children with Swedish as a second language. The study also examines how the teacher education students think that the teacher education could improve in matters like preparing future teachers to teach social studies, geography, religion and history to second language children.The study is based on interviews with seven university students and shows that they feel a responsibility to develop their future students? language.

AbstractThe aim of this study is to find out how the central content of the compulsory school curriculum (Lgr11) is handled in three teacher?s manuals for instruction in reading and writing for grade 1, and how these consider interaction and variation in learning how to read and write. Through a qualitative analysis with a hermeneutic approach, the three teacher?s manuals in Swedish for grade 1 were subjected to a close reading. The result shows that parts of the central content of the curriculum are considered, but that it is by studying exercises and texts that these become visible.

In this essay, we examine what kind of themes that are found in essays written by students who have studied within the teacher programme at universities in Sweden. The goal of our essay is to find themes that are reoccurring in eight student essays, and that can be understood through the concept of lifelong learning. Our essay combines three research methods. It is mainly an essay where we utilize qualitative reading research, but we have also gained inspiration from hermeneutics and the critical thinking.The result of our study shows that students within the teacher programme in Sweden are well aware of the strong points found within the concept of lifelong learning. Three themes were found that were reoccurring within all essays.

The purpose of this study is to investigate how teachers work with Autism pupils in two different schoolforms: a traditional elementary school and a language school. The study was based on three questions: 1. How do teachers in elementary school prepare, plan and implement reading and writing instruction to Autism pupils? 2. How do teachers in the language unit prepare, plan and implement their reading and writing instruction to Autism pupils? 3.

The purpose of this study was to gain a deeper understanding of teacher´s motives to engage in outdoor education in their teaching. A qualitative approach through interviews was used and a total of eight teachers were interviewed. The result showed that there were several motives to engage in outdoor education. These motives were divided into three main categories which were: to engage in outdoor education from teacher`s interest, to engage in outdoor education based on teacher`s perceptions of children's needs and to engage in outdoor education based on external factors..

This study is about what teachers in primary schools say that they are doing to create a school for all.The purpose of this study is to find out what teachers in primary schools say that they do on their mission to create a school for everyone and how they organize teaching to achieve this. The study was conducted as an interview of five teachers from elementary school of different gender and with a qualitative method because it provides a great opportunity to problematize, interpret and understand the responses of the interviewees.The results show that all the teachers think that their mission is to teach so that they can give each student what they need to achieve the goals. This may not be every day but over time, they hope that all students feel that they get so much of the teacher's time that they need..

The aim with this study is to investigate how the role of the teacher has changed and how society has influenced the teachers' situation in the 1960s and 2010s, with a focus on teaching in secondary school. Starting in the late 1980s when the concept of profession was introduced to the Swedish teachers, many claim that a deprofessionalization for teachers started at this time. Others say that already in the 1960s, the teachers status in the society started to decrease.The method I have used is a rethorical analysis of articles in Swedish Teacher Union Journals. I have also availed myself of one article in the newspaper and articles in online magazines. The rethorical analysis aims to investigate whether the articles give an enthusiastic or dystopian approach to the teaching role, in a similar way as Thomas Karlsohn have used the concepts..

The education in Swedish schools today should be for all children. This means that even if a pupil has reading and writing disabilities the education should be in the classroom with the rest of the pupils. The education should include every one.The aim of my study was to investigate the education with pupils that have reading and writing disabilities. I wanted to get a deeper knowledge about working methods that are used for pupils with these problems.In my study I have used qualitative research methods. I have used group interviews and observational studies.

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

Forming teacher teams is currently the standard way of organizing teachers in Swedish Compulsory Schools. This is the result of a process that started in the 1970s.Traditionally the culture of teaching has been one of isolation. Once the door to the classroom is shut, what happens behind the door is up to the teacher to decide. Over the past thirty years a lot of time has been dedicated to making fundamental changes in the way teachers interact with their colleagues. Today the idea of teachers forming teams is generally accepted but still the core of a Swedish teacher?s job is that of a lone worker.