Syftet med examensarbetet är att undersöka några lärare och lärarstudenters erfarenheter av samt inställning till användningen av film i svenskundervisningen i grundskolans senare år och på gymnasiet. Arbetet utgår från det vidgade textbegreppet i svenskämnets kursplaner och forskning och litteratur kring dess omsättning i praktiken. Kvalitativa intervjuer har gjorts med fyra lärare och tre lärarstudenter. Resultatet visar på en variation i sättet att använda film i svenskundervisningen. Slutsatser som dras är att film fyller två olika huvudfunktioner i lärarnas undervisning, dels som medel för att t.ex.

Denna uppsats är en kvalitativ studie av lärares och elevers förhållningssätt till användningen av film i skolsammanhang. Texten är gjord av blivande lärare för (blivande) lärare. Därför utgår studien från en pedagogisk syn som baserar sig på konstruktivism och ett sociokulturellt perspektiv. Tolv respondenter på två gymnasieskolor intervjuades ? sex lärare och sex elever.

The title of the final thesis is Filmic landscapes ? film as representation, tool and practice in landscape architecture. The aim of the final thesis is to investigate how film as a medium can be used to describe, interpret and manipulate the understanding of a place and its design. What kind of aspects of landscape architecture can film as a medium in a design-process emphasize or create? How can filming, as a self-standing act, contribute to the understanding of the landscape and a landscape-related design-process? The thesis is divided into two parts, one theoretical part that consists of an essay, and one practical part that consists of a 11minute long filmic reflection of the ?Glass-houses?in Kosta, Sweden, created by the Swedish designer and architect Bruno Mathsson.

The purpose of this study is to examine the view of Swedish language teachers on the role of fiction and of school libraries within the compulsory school?s teaching of Swedish of form 6-9. The questions to be answered are:? What part do Swedish language teachers (hereafter called teachers) think fiction is playing regarding the pupils inclination to read and reading promotion?? What is the attitude of teachers regarding the function of fiction in the Swedish subject?? What do teachers consider being the role of the school library in education, and can this be related to the local school library resources?To answer the questions a questionnaire was sent out to thirty-five teachers. Four qualitative interviews were also carried out among the fourteen teachers that answered the questionnaire.

Film is a tool frequently used by teachers, but it is often limited to showing students how historical time periods looked like, or as a way for students to search for historical inaccuracies. The aim of this essay is to study whether it is possible to use two films based on the legend of Robin Hood as a way to teach students how to contextualize gender history. Through the use of film analysis and gender analysis of two different versions of Robin Hood, The adventures of Robin Hood and Robin Hood: Prince of thieves were analyzed. The study has shown that it is indeed possible to use film as a source material for the study of gender history, and that film can tell us a lot about the contemporary view of gender, masculinity and femininity. The didactical analysis concluded that there was no theoretical objection of using film as a source material; however, there are some things that a teacher should be aware of. Although film may be a good way to create a varied study environment and benefit students with reading- and writing disabilities, there is a risk that time-constraints and lack of knowledge of film and its methodology on, behalf of both teachers and students, may make it hard to implement.

This study has examined how teachers in Swedish upper secondary schools work to foster a critical perspective through the education in the subject of Swedish. The study is based on qualitative interviews conducted with three teachers, who have given their views on the role of source criticism and critical analysis of literature in the subject of Swedish. Furthermore, they have described how they incorporate these views into their own teaching.The study has shown that the teachers find that source criticism and literary analysis are interconnected, since both depend on a general critical approach, which they both help foster. The main question the study examined was how Swedish education could help foster a critical perspective. The interviewed teachers' ways of working point out a way: teacher C has integrated source criticism and referencing into most of their education, which makes them central to the education in Swedish.

The goal and purpose of this essay is to study if and how multimodality is used within a Swedish school in Kalmar. This is accomplished by observing the different modalities inside the classroom and how the use of different modalities affects the teaching. Unstructured observations combined with a material-based thematic presentation leads up to an analysis based on social semiotics and multimodality. The essay shows how the teaching uses lots of modalities: sound, images, movies, speeches and literary text in lots of different ways. These different types of modalities are used in a multimodal context, providing good conditions for learning..

I läroplanen och kursplanen för svenska finns underlag för att film ska finnas med i svenskundervisningen. Det är också viktigt med tanke på det mediasamhälle vi lever i idag. Att använda film i undervisningen är också ett sätt att närma sig elevernas kultur och det som ligger dem nära. Undersökningar som gjorts visar att undervisning om och med film bedrivs på ett annat sätt än när det gäller skönlitteratur. Skönlitteratur tas upp på ett mer seriöst sätt och undervisningen är mer genomarbetad.

Abstract The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes. This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals.

The aim of this study is investigating how some Elementary School teachers of special classes describe how they use iPad as an educational tool when teaching Swedish. To find out I have carried out an interview investigation. I have analyzed results using theoretical concepts from the sociocultural perspective, scaffolding and artefacts.The cummulative result shows that teachers describe that they practice linguistic consciousness and that pupils are trained in writing Swedish in this subject. Another result shows how all teachers describe that they work face-to-face with pupils using iPads in Swedish lessons. Further results show how teachers present possibilities of using iPad as an educational tool when teaching Swedish.

This paper aims to describe how religion teachers in Swedish schools teach concerning questions about life issues and popular culture. To research the teachers' didactic approach to these issues, didactics has been defined with three educational questions: what, how and why. The essay focuses on teachers' effective implementation of teaching on life issues and popular culture, which we used a theory of offering meaningfulness describing what subject matter that may be imparted to the students. An offer of meaningfulness can be pursued and can be made visible in the context of what and how performs the teaching and also in the context where the teacher planned the teaching elements. The method that the paper has used is the interviews of four different active religious educators in Stockholm and Uppsala area.

The purpose of this paper is to study the image of Strindberg that is conveyed in four different textbooks for the upper secondary school. How do the teaching authors choose to portray Strindberg? Do they focus on any one particular aspect of his writing? Adjacent to this a subsidiary aim is to see if teaching authors highlight the fictional nature of Strindberg?s works or choose to encourage a biographical interpretation. The work consists of a study of four literary history textbooks in the subject of Swedish for the upper secondary school, from 2000 to 2012. In the selected material the sections focusing on Strindberg and his writings are closely read and critically analysed.

Syftet med denna studie är att granska hur barns handlingar i förskolans sociala miljö inramas, filmas och diskuteras av förskollärare genom filmdokumentation samt på vilket sätt barnen är delaktiga i användningen av film. Frågeställningarna i studien är: Hur inramas och diskuteras barns handlingar av förskollärare i användning av film som dokumentation? På vilket sätt är barnen delaktiga i att använda film? Studien är baserad på några förskollärares upplevelser av fenomenet i fråga och är en kvalitativ studie där personliga intervjuer har genomförts. I tidigare forskning redovisas hur barn påverkas av film i förskolans sociala miljö samt förskollärares kunskap om film och dess konsekvenser. Genom socialsemiotik framgår hur förskollärare ser på film och bilder på olika sätt beroende på hur vi ser på vår omvärld.

This study aims to explain how teachers for students aged 11-13 years old work with comprehension of words, based on reading fictional texts. The question formulations the study aims to survey is how teachers declare they are working with word-comprehension with basis in fictional texts for bothfirst- and second language learners, and how this shows in their pedagogical practice. The study also aims to survey what the effects are on the students´ learning, according to the teachers, by using this teaching-methods. In an attempt to examine this, interviews have been performed with three teachers working at different schools, teaching Swedish for students in the elementary school. In the interviews the teachers was asked questions in aim to research their methods of teaching wordcomprehension, followed up by two lesson-observations per class of each teachers´ pedagogical practice..

Swedish students' knowledge of mathematics has deteriorated in recent years. Teaching of mathematics is therefore starting point in an ongoing discussion among researchers, school leaders, politicians, teachers and others, who all thinks they know best about how teaching should be designed to the greatest extent possible to raise students' proficiency levels in the subject. Teachers' practices have long been the focus of discussions and views on these differ. The purpose of this paper is therefore to study students 'conceptions of mathematics and mathematics teaching, with teachers' methods and tools of focus, in relation to previous research on the subject. The method used was a survey of students in secondary school and a textual analysis of previous studies on the subject.As revealed by the survey was that the textbook has a big advantage in mathematics education in Sweden today.Many students are not accustomed to working in a different way and thereforedoes not know either what the alternative approach entails.