This studie is an investigation about pupilassets workningforms and participation at school. The basis of the studie are two ITiS-projects, whose workningforms investegates with qualitative methods in form of observations and interviews whit pupils and teachers. This investigation will accomplish to find out how the pupils see their participation at school, and also to investigate what pupilassets workningforms mean to teachers and pupils. Conclusions from the investigation are that a more pupilassets workningforms doesn´t exist continuous in the teaching and that the pupils see their increased participation in the work with the ITiS-project as something temporarliy. Some suggestions to further investigation into this area are to be found in the end of the paper..

This study is about the preschool environment. Earlier studies show that preschool environment affect children?s development and learning. This study will exemplify the perspective of active preschool teachers of how they see at preschool play environment. The aim of this study is to bring insight and understanding on how preschool teachers see upon their play environment and the play that occurs.

The aim of this study is to examine the opinion of teachers as to the situation of young people suffering from Aspergers syndrome in the Sixth Form(gymnasium. In order to find this out I have chosen to interview four teachers with work experience of Aspergers in three different gymnasium in middle Sweden. They were confronted with the following questions: What resources are available for these pupils in the gymnasium? How do they experience that the school situation functions and how would they as teachers like the school situation to function for these young people at school?The result shows that special teachers have an extremely important function to fulfil. Those interviewed felt that there are sufficient resources available, for example guidance and further education for techers as well as both support and means for helping the young people.However, every teacher does not understand this handicap.

AbstractThe purpose of this study is to deepen my knowledge in how teachers can teach pupils with reading and writing disabilities, and also find out how a co-operation with remedial teachers can look like.The study is based on qualitative interviews with two teachers and two remedialteachers.The study shows that the two teachers´ co-operation with the remedial teacher appeared to bedifferent. The teacher who had the longest work experience was the one of the two that had a co-operation with the remedial teacher, the other teacher who graduated in 2007 did not have any co operation at all with the remedial teacher.The study also showed that the teachers and the remedial teachers in the study had different opinions about what method to use for pupils with reading and writing disabilities, and that the LTG method was the one most frequently used .All the participants in the study agreed that reading and writing disabilities is a large area, andthat there is a large variety in difficulties among the students . Some of the difficulties the participants had experienced were problems with decoding, pupils that had problems with learning the letters..

The purpose of my study is to examine how four preschool teachers go about using the term play in children's early mathematical development. In order to fulfill the purpose of this study, I have the following questions:How the preschool teachers visualize mathematics in children?s play?What reflections have the preschool teachers about the importance of play for children's mathematical learning in preschool?How do the preschool teachers see on their own role in the children's play?In this study, I have conducted a semi-structured qualitative interviews based on the interviews with four preschool teachers from various departments in a preschool. I have also conducted some observations to complete my study. Whereas in my analysis of the researched material, I have used Vygotsky's theory.The survey shows that the preschool teachers are aware of the use of mathematical language and concepts in children?s different activities which were conducted daily in the preschool.

This essay is about classroom environment, what kind of impact it has on pupils? learning, how to create a good classroom environment and how the style of leadership relates to the classroom environment. This is a qualitative study conducted by four informants.This essay is based on Lev Vygotiskijs perspective of the "sociocultural perspective", which is based on the theory that humans act upon their knowledge and experience, depending on the opportunities that the environment provides.The purpose of this study is to examine how three teachers, who teach younger ages, organize the environment in their classrooms. The goal of this study is to find out what the interviewed teachers perceive as good classroom environment. Also how the environment affects pupils? learning and what the teachers keep in mind when they furnish their classrooms.

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.

The aim of this thesis was to use qualitative approaches to show how four preschool teachers experienced their start in the profession as a preschool teacher. The questions in the stydy were as follows: What kind of expectations did the preshool teachers have before the start in the profession? What did the preshool teachers experience as difficulty and opportunity at the start in the profession? How do they think now about their professional development during the early period in the profession? The empirical material, I got through a qualitative interview method. My theoretical starting point was to take the hermeneutic research perspective, aimed for interpreting and understanding. Theories of Socialization and socialization for teachers, socio-cultural theories and theories of tacit knowledge have been used to analyze the material.

According to Swedish school policy documents, every teacher?s assignment is to individually adapt the education to meet every student?s needs. There are no exact guidelines about how to make these adaptations. The purpose of this study is to investigate how six teachers interpret the policy documents and how they, according to themselves, work to achieve this. This study is built on six interviews with teachers who work with children in the ages from seven to ten.

Preschool is a place where children, parents and teachers meet. Preschool is for children but also for the parents, they should feel confident about the place where they leave their children. We who made this study have a common interest to examine how teachers´ attitudes to parental contact in preschool works. The purpose of this study is to examine how teachers relate to parental contact.What do the educators think of their professionalism in the profession? Do educators believe that parental contact is important? And how do they work to obtain a good parent contact?The study has three questioners holder: How does teachers relate to parental contact in preschool?What do the educators think of their professionalism in the profession? And how visible educators child development and learning in daily contact with parents?We chose to do qualitative interviews with four preschool teachers at two different preschools in Sweden, to seek answers to our questions.

This study?s purpose was to examine which main forms of teaching methods that occurs in the Swedish nine-year compulsory school and how often learning through social collaboration take place. The study contained literature and interviews with eight teachers. Our research-questions were: What is the teacher?s opinion about different teaching methods, their opinion about learning and teaching and if there were any difference between the teachers teaching younger or older students regarding teaching methods? Our conclusions of this study were that ?lecture-methods? is the most common among teachers.

In 2005 we made a research in a Swedish community board about their view on the political and ideological intentions of ?a school for all?. The results from that study were the background to this research.The aim with this research was to find out how principles in the same community were thinking about ? a school for all? and if they were leading a development towards ?a school for all?. In that context they were given the opportunity to explain their definition and reasoning about ?inclusion? and ?integration?.

The aim of this paper is to examine how teachers experience their possibilities to develop democratic teaching in high school and how they reflect upon their position of power within the teaching situation. Four professional high school teachers have been interviewed for the study. The theoretical perspective of the study is an intersectional view on power and a view on democratic teaching which is partly built on the high school curriculum, but mainly defined by deliberative conversations, anti-oppressive education and norm-critical education. The result of the study is focused on three themes, which were shown in the analysis of the interviews. These themes are: choices of teaching content,  authority of the teacher and democratic teaching.

In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are andafter that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation.

The aim of my study is to look at two specific schools and their work with Internet in the classroom and compare their work to what experts say about how you should educate. The study focuses on how teachers guide the students to be critical to the information they encounter on the internet. What do the experts say? How should the teachers work with Internet in the classroom? What do the teachers say about their work with Internet? What do the teachers say regarding children and the Internet?  To answer these questions I have interviewed two teachers from different schools, which had classes with children 6 to 8 years old. The schools are very different from each other concerning investment on Internet devices in the classroom.