The aim of this study is to describe the variation in two teachers perceptions of their work with individual developments. The study begins with a review of the Swedish National Agency for Education?s guidelines for working with individual developments. With this I want to give the reader an insight into the teachers working conditions and the responsibilities the school authorities have against their students. Using phenomenography, I have examined the differences between two mathematic teacher?s perceptions in working with individual developments for student?s in need of special education.   My questions are: How do mathemathic teachers perceive their work with individual developments? What support and what information do the teacher?s feel that they have been given in order to use individual developments as a tool? How do the teachers perceive that their work situation has influenced their work with individual developments? The two teachers I have interviewed showed different perceptions both in how they understood the guidelines for working with individual developments and how they chose to work with them.

AbstractThe present thesis examines reading acquisition. The aim of the study is to gain a deepened understanding of various methods used for reading acquisition, how teachers? are dealing with these methods and what aspects require special attention. The overall research question of the thesis is: How can one assess children?s future reading ability and identify a method that is appropriate to this ability? The overall aim leads to several more specifically addressed issues.In the theoretical part, different perspectives and theories about reading acquisition are presented along with different methods for how to work in order to facilitate reading.

The aim with this study was to gain an understanding for teaching as an profession, and get a bigger knowledge about the certification of teaching and what it means for the teaching occupations status. To get an answer for this study two methods were used. The first method was a survey with questions that were sent out to working high school teachers in the North of Sweden. The second method was a document analysis of articales from three Swedish dailynewspapers. To analyse the results from this study a theory about professions is used troughout the whole paper.This studies resluts shows that profession as an definition is hard to undestand.

The purpose of this study is to gain insight on how art teacher?s reason about what is ?plagiarism? in the subject of art. This study focus on how different art teacher´s reason on the boundaries of plagiarism. What are the rules of duplicating an image before it is looked upon as plagiarism? The five interviewed teachers refer in its reasoning to the main curriculum and the rules of copyright; they also support the negative view of the plagiarism in the world of art. The theory of originality is a theory that deals with the vision of the originality in contemporary time.

AbstractThe purpose of this paper is to compare existing theories and policies on CALL (Computer Assisted Language Learning) with the actual situation among practising teachers of ESL (English as a Second Language) of secondary schools in Sweden. The evaluation focuses on the differences between theories and reality, and discusses why, if any, the differences exist. Some background information on second language acquisition is provided, and recent theories and standpoints within the field of CALL are mentioned to highlight the differences between theory and reality. The evaluation was made by handing out a survey to 33 teachers of ESL, asking questions about their use of computers in their everyday teaching. The survey shows that the gap between the theories and standpoints within the field of CALL, and the reality of teachers in schools often is huge.

This paper attempts to display how five teachers of social studies use and relate to the policy documents and their instructions on gender. To penetrate the subject, five teachers were intreviewed. Each interview focused on how the curriculum attempts to guide teachers regarding gender, sex differences and equality of opportunity. The collected information was processed, analyzed and discussed using gender studies and discourse theory.The results show that the interpretation and usage of the curriculum is very subjective and varies greatly between all the interviewed teachers. Their personal interpretation proves to be crucial when it comes to making reality of the stated goals in the curriculum, concerning actively working towards equality of opportunity between sexes.

AbstractThe Government´s guidelines found in the curriculum for pre-schools, recommend that music should be an important resource for children. To stimulate children´s language is also an important part of this curriculum. It is every teacher`s proffessional duty to ensure that these guidelines are followed. Language is of unparallel importance in assisting an individual to grow and to function within a society. In my work about music and languages in pre-school the purpose is to investigate how the studied teachers use music to stimulate of children`s developmt in language.

Purpose: my aim was to explore ways that teachers can support students with dyslexia and what/ which tools some teachers / special education teachers use to facilitate students.Method: I used a quantitative method by interviewing some regular teachers and special education teachersResults: In my study, I learned how some teachers can support students by reading loud to them; a main task for the teachers could be to create the love of reading for the students. That task was reinforced by students' self-image..

The aim is to examine how teachers view their leadership, how leadership is used and developed, and what kind of perceptions teachers have of leadership and how it is important to their students.My questions are: In what ways can the teachers develop their leadership?In what ways can the teachers make use of leadership in the classroom?What do the teachers in the study consider to be a good leadership?What do the teachers inte the study think of their leadership and its´ importance to students? The study uses a qualitative research method and consists of interviews with four teachers working in a school south of Stockholm. The results of the study shows that teachers´ leadership in the classroom has a significance for students´ learning and development. The teachers´style of leadership should not be static and should be adapted to students´development level. The results also shows that teachers´ leadership in the classroom is about various tasks.

Children from different backgrounds, cultures and home environments attend school everyday. The educational system of today focus on the importance for every individual pupil to take responsibility, in order to gain knowledge. From an early age should the pupils learn how to work independant and take responsibility for their education. My questian, and what I have decided to discuss in this paper, is wether everyone has the same opportunity to gain knowlwdge and learn trough this method. In preperation for this essay I read litterature where the authors claims that this kind of educational system is not for everyone, but it benefits those pupils that comes from a middleclass background.So, is our school system fair and equal? Can everyone, no matter what social and cultural group they belong to, get the education thay have right to? In order to get a deeper understanding I interviewed three teachers that works in different schools.

This study aims to highlight and analyze eight secondary teachers' views and thoughts on mathematics. Hopefully this study will provide a deeper understanding of how teachers think and reason about their subject and how this affects their teaching. The study was conducted using a qualitative interview method, based on interviews with eight middle school teachers who teach in school mathematics for grades 6 - 9. The interviews were recorded and then transcribed and analyzed. After the interview analysis one can conclude that the teachers? thoughts concern three main themes: the importance of mathematics, children?s lack of basic knowledge and the teachers? lack of time.In discussion and analysis the teachers conceptions of the own subject is being analyzed, and that is the foundation of this study.

The setting of pupils' final grades in the Swedish upper secondary school system is the responsibility of their teachers and once grades are set, they are not open to appeal. This can be compared with the British system where an external, central examination board sets the final grades based on the result of externally marked examinations (A-levels). These grades are then open to appeal if it is felt that an injustice has been made.This research paper has been an investigation into how pupils in one Swedish upper secondary school attempt to influence their teachers in the grade-setting process and how these teachers are affected by these different methods. Five teachers in total were interviewed in a qualitative case study. The study has also taken up the controversial issue of how grades, which are set individually by thousands of teachers across the country, can be deemed to be fair and equivalent.The study revealed that pupils employ many different methods when trying to influence their teachers in the grade-setting process e.g.

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.

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).

The aim of this paper is to investigate how teachers in Swedish schools abroad reason about their work developing the Swedish language as the students live in a non-Swedish speaking country although going to a Swedish school. Furthermore the study intends to examine the teachers' attitudes towards the impact the Swedish language has upon the school. Research questions:What thoughts do the teachers signify in reference to the language development of the students?How do the teachers reason about the role of the Swedish language in the school?In order to answer these questions, qualitative measures has been used in terms of observations and interviews. The study is based upon a social constructivist perspective with the idea that reality is socially constructed.