The purpose of this study is to find out how the four teachers at the two preschools believe they are working with gender and how they actually work with it in practice. It also aims to show how they treat the children at the preschool based on their gender.What is the preschool teachers view on gender and equality?How do they consider that they work with gender and gender equality, and how do they really work with it in practice?The study is based on a qualitative study were I chose to both interview and observe four preschool teachers from two different preschools. My theoretical starting point is Yvonne Hirdmans theory of gender and also research on gender equality. The results show that the majority of respondents believed that gender and gender equality means almost the same thing or have the same meaning.

The aim of this study is to examine the understanding, preschool teachers, have about their work related to energy conversion in the human body. Through individual interviews, answers have been sought to the following questions: What do the preschool teachers believe they need to know about the link between food and energy? What are the different methods preschool teachers use to workwith the area of energy conversion in the human body?The results show that preschool teachers have knowledge in terms of food and its nutrients as an energy source for the body to cope with. However the more thorough and detailed questions become all the more uncertainty there is about the topic. Preschool teachers on their own initiative do bring up the topic with the children and begin conversations as well as ask questions, perform experiments and demonstrations.

The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education.

The aim of this qualitative study was to examine and understand how teachers see and handle the signs of child poverty within a classroom context. The paper is based on an interview study involving 8 teachers in 2 Swedish schools for children between the ages of 6 to 12 years old. Poverty is a complex word and there are many definitions of it. What do teachers interpret as signs of child poverty in the school context? How do they act when they think it?s necessary to protect a child from being affected by it, and how can we understand their choice of action with the help of action theory? We discovered that the teachers notice different things as signs of child poverty, and they all react in both different and similar ways.

As in society in general, exclusion of individuals takes place in the school system. Even though schools ? according to the curriculum ? are supposed to cherish diversity, many children are left outside of the community formed during school activities. In order to gainknowledge of how schools can prevent and inhibit exclusion, this work aims to study how the problem is interpreted and managed. The study included six pedagogues: three pre-school teachers and three 1?7th grade teachers.

This study focuses on oral communication in the classroom involving discussion and dialogue amongst pupils, but also between teacher and pupil. The overall aim is to study the choices regarding the group composition and working methods that might occur in four individual teachers? lessons plans with the intention of increasing the pupils? knowledge through oral communication. The main focus is to explore what the teachers think of the choices they make and how they believe these changes affect the pupils. It is also focused on how the teachers perceive their pupils? learning is improved by oral communication and how they incorporate all pupils, especially the pupils who rarely participate in classroom activity.The methods used are qualitative studies using interviews and observations.

Systematic quality work in preschool ? How preschool teachers thinking and working with systematic quality work The purpose of this study was to investigate how Swedish preschool teachers thinking and working with systematic quality work. All Swedish preschools are required to work systematically with quality. This involves several steps that follow each other in a specific order. It includes following up, documenting and evaluating preschool activities.

The aim of this qualitative study was to examine and understand how teachers see and handle the signs of child poverty within a classroom context. The paper is based on an interview study involving 8 teachers in 2 Swedish schools for children between the ages of 6 to 12 years old. Poverty is a complex word and there are many definitions of it. What do teachers interpret as signs of child poverty in the school context? How do they act when they think it?s necessary to protect a child from being affected by it, and how can we understand their choice of action with the help of action theory? We discovered that the teachers notice different things as signs of child poverty, and they all react in both different and similar ways.

This thesis is about Swedish and Serbian teachers and their views on how literature should be taught to students in high school. The twist is that these teachers live in two different European countries, and work under two different educational systems. Three of them work in Stockholm, Sweden and the other three in Belgrade, Serbia. The purpose of this thesis was to find similarities and differences in the practice of teaching literature among teachers in these two different educational systems. The teachers were interviewed separately and spoke freely about their views and methods when teaching literature.

The aim of this essay has been to find out whether the individual development plan does make it easier to teachers to discover any needs of the students to get education or material changes and by that make adjustments in the classroom. I chose to seek information by interviewing special educators at four compulsory schools, since they have an overall apprehension of how the work is carried out at the school, especially the work with students in need of any form of extra support.All students at the Swedish compulsory school shall have an individual development plan. The purpose with the plan is, besides that the student is to be given possibilities to form his own pedagogical and social goals, that the teacher shall get early signals if a student may be in need of getting education and materials changed and adjusted for to easier manage his studies. The individual development plan of the student should have the function as a tool to the teacher to facilitate for his students.The answer of my question can be sum-up in a no, the inherent potential in the individual development plan is not utilized by the teachers that seem to have the apprehension that the plan is for the student all by him/herself. The teaching staff has obviously not understood the use they can get out of it. .

The purpose ot this study is to investigate how two teachers of fifth grade say they are working with reading comprehension in their teaching. Furthermore the aim is to investigate how the teachers' instruction in reading cmprehension expresses itself. The study was conducted from a teachers perspective and the questions that the stydy will answer are: How do two teachers in fifth grade believe they should teach in order to develop reading comprehension among their own students, and what methods, activities and materials are the teachers using in order to develop students' reading omprehension in the educational practise. The methods used during the study were interviews and observations. The observations were made in order to complete the picture from the interviews.

The aim of the study is to elucidate how teachers in middle school work with reading literature aloud and their attitudes to their working methods. The research questions concern how the teachers work before, during and after the reading aloud, and also the advantages the teachers find in their method and the obstacles they discover in the work of reading aloud. A qualitative method was used for the study, applying semi-structured interviews. The selection consists of two teachers who have worked in the profession for 23?24 years (Teachers Andersson and Bergström) and two who have worked as teachers for 3?4 years (Teachers Cederqvist and Davidsson).

There is no further training in management in teacher education programs, which can create uncertainty among teachers in terms of management. According to the curriculum, the teacher should base it on a democratic approach, but how does it look in real life? The purpose has been to investigate how practicing teachers perceived management and their own leadership style, whether they made conscious choices and if so, whether they then had any purpose in their leadership style. Teachers' views of a good leader and how much influence students have on the teaching, enter into these issues.The survey is based on a qualitative research approach, based on interviews with four active teachers. Although observations were made they did not play any major role in this investigation.

It is a well-known fact that children with ADHD are hyperactive and have a hard time concentrating; therefore it is of interest to examine how teachers deal with this fact. This study expands the understanding of how teachers work with children who has ADHD; the main purpose of this study has been to examine how teachers view students with ADHD and how they work to include these students in the classroom environment.  special pedagogy has been used to analyze the results. The results are based on four interviews in two schools in south of Stockholm with teachers who work in classes that contain children in the third grade, some of the children have been diagnosed with ADHD and some only have strong characteristics for the functional limitation. Findings suggest that teachers? use structure, planning and the modification of students? individual needs to make them included in the classroom education.

One of the Swedish preschools many tasks is to identify the needs of a child and to shape an activity suited to their needs. This identification means a lot of times that a child is weighed and valued despite that the curriculum clearly states that no assessment is to be done in the Swedish preschool. To develop a preschool able to face all children regardless of their individual needs it?s necessary to change focus from child assessment to instead look at the work and environment in the whole preschool. A development of the activity might be seen as a work in progress whose primary goal is to improve the quality of work in preschool.