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.

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.

The aim of this thesis was to investigate how students, teachers and special teachers use, or may want to use, mobile phones as a resource in everyday schoolwork. An analysis of the result was made base on two main theories. One i Säljös theory about the sociocultural perspective, where artefacts play an important part in the devolopment of human society. The other is Laurillardss thougts of social learning and the use of technology in teaching. The methods used were inquiries and semi-structured interwiews with individuals and groups.

The use of laptops, interactive whiteboards and the Internet is step-by-step working it?s way into Swedish schools. The aim of this study is to investigate the attitudes of teachers towards using IT-related tools in their teaching. How are the tools given used as mediating tools, what new methods do the teachers find themselves discovering while using these, how do the teachers feel about digital teaching platforms and how do the IT-related tools affect students language progression? These are all questions that this study is meant to answer.

The study aims to examine the communication between older immigrants and nurses at several nursing homes.Emphasis has been placed on clarifying both parties? experience of communication regarding the older immigrant?s idiomatic difficulties. The following questions were used in the creation of the study: How does the older immigrant communicate with the personnel at a nursing home? How does the older immigrant enjoy their residence at the nursing home? How do language difficulties influence the older immigrant?s possibility to express their self?In the study eight qualitative interviews were made with four older immigrants who lives in nursing homes and four nurses working in a nursing home. The survey shows that the overall problem in the communication is the older immigrant?s lack of language.

The concept of IT has developed into ICT (Information- and Communication Technology) over the years. ICT has an increasing impact in society and the Swedish curriculum (Lpo 94) highlights the importance of school to convey lasting knowledge that constitutes the general frame of reference that everyone in society is in need of. The purpose of this study was to find out how teachers perceive and use ICT in secondary school and discover the teachers? vision concerning ICT.The used approach for the study is a qualitative research with a basis of interviews. Four interviews are made with teachers from the early years of secondary school, at two different schools.

AimThe purpose of this study is to, from a perspective of a PE teacher, look at how teachers of physical education in elementary school designs and assesses the teaching of swimming. The issues underlying the study are as follows:Which elements are included in the swimming education and how do teachers work with these operations?What does the PE teachers classify as swimming ability and what do teachers experience as obstacles for the students development of swimming ability?How do the PE teachers interpret the knowledge requirement in Lgr 11?MethodThe study is based on six interviews of qualitative nature, with PE teachers from various municipalities in the region of Mälardalen.ResultsThe result yielded by the study is that the swimming classes can take different forms depending on whom the teacher is. Common to all the teachers in the study is that they teach emergency management and lifesaving. When it later comes to teaching how to swim and practice, the teachers who teach in the younger age groups work more concentrated and continuously with swimming, while the teachers who work with the older age groups just checks whether students can swim or not.

AimThe purpose of this study is to, from a perspective of a PE teacher, look at how teachers of physical education in elementary school designs and assesses the teaching of swimming. The issues underlying the study are as follows:Which elements are included in the swimming education and how do teachers work with these operations?What does the PE teachers classify as swimming ability and what do teachers experience as obstacles for the students development of swimming ability?How do the PE teachers interpret the knowledge requirement in Lgr 11?MethodThe study is based on six interviews of qualitative nature, with PE teachers from various municipalities in the region of Mälardalen.ResultsThe result yielded by the study is that the swimming classes can take different forms depending on whom the teacher is. Common to all the teachers in the study is that they teach emergency management and lifesaving. When it later comes to teaching how to swim and practice, the teachers who teach in the younger age groups work more concentrated and continuously with swimming, while the teachers who work with the older age groups just checks whether students can swim or not.

The purpose of this study was to examine how pre-school teachers in Montessori inspired and traditional preschools can work with build and construction with the older children, and what views the pre-school teachers might have on the subject.  The study was implemented through qualitative semi-structured interviews with pre-school teachers. The investigational method was chosen due to the fact that I wanted to gain knowledge about the pre-school teachers? views and perspectives on build and construction activities, and how they might work with it. Another reason was to examine how the view on, and the work with build and construction can resemble and differ between Montessori inspired pre-schools and traditional pre-schools.The result shows that there is both similarities and diverseness between the Montessori influenced pre-schools and the traditional pre-schools, when it comes to how the pre-school teachers reason and work with build and construction.

The aim of this Bachelor thesis is to examine and understand how teachers of younger children teach information literacy and also what part the school library and the school librarian take in this process.I have, in the study, used parts of Limberg & Folkesson´s IDOL project as my theoretical framework and the material was collected through qualitative interviews with four teachers. My result of this study indicates that many teachers have a vague idea of what information literacy is. My study also indicates that teachers only teach information literacy occasionally. This despite the new curriculum (Lgr11) which clearly indicates that information literacy is a priority. Some of the teachers express an opinion that the students, for example; in their source critical ability, develop this skill with age.

AimThe purpose of this study is to, from a perspective of a PE teacher, look at how teachers of physical education in elementary school designs and assesses the teaching of swimming. The issues underlying the study are as follows:Which elements are included in the swimming education and how do teachers work with these operations?What does the PE teachers classify as swimming ability and what do teachers experience as obstacles for the students development of swimming ability?How do the PE teachers interpret the knowledge requirement in Lgr 11?MethodThe study is based on six interviews of qualitative nature, with PE teachers from various municipalities in the region of Mälardalen.ResultsThe result yielded by the study is that the swimming classes can take different forms depending on whom the teacher is. Common to all the teachers in the study is that they teach emergency management and lifesaving. When it later comes to teaching how to swim and practice, the teachers who teach in the younger age groups work more concentrated and continuously with swimming, while the teachers who work with the older age groups just checks whether students can swim or not.

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.

In the curriculum for Swedish pre-school the focus is mainly on five concepts. These are care of the children, learning, influence, rearing and security. These concepts are to characterize the activities of the pre-school in Sweden.Back in time the focal point of pre-school activities for young children was mainly on security. The learning part became more prominent as the children grew older. When speaking to teachers and parents I do sense that some believe this is the case even nowadays.

The purpose of this study was to examine how pre-school teachers in Montessori inspired and traditional preschools can work with build and construction with the older children, and what views the pre-school teachers might have on the subject.  The study was implemented through qualitative semi-structured interviews with pre-school teachers. The investigational method was chosen due to the fact that I wanted to gain knowledge about the pre-school teachers? views and perspectives on build and construction activities, and how they might work with it. Another reason was to examine how the view on, and the work with build and construction can resemble and differ between Montessori inspired pre-schools and traditional pre-schools.The result shows that there is both similarities and diverseness between the Montessori influenced pre-schools and the traditional pre-schools, when it comes to how the pre-school teachers reason and work with build and construction.

The educational directive for the school subject textile handicraft (slöjd) claim, that the pupils should have knowledge of handicraft traditions from historical and present perspective. Teachers in handicraft, teaching in schools for the first nine years of a child education forwards a cultural heritage. The purpose of this essay is to find out what the teachers opinion is about what constitute the Swedish textile cultural heritage. How the teachers relate to it and how they use it, then teaching. The essay is based on a qualitative method and consists of interviews with teachers.