The running of a Swedish pre-school is not just about taking care of children but involves incorporating educational activities that follow curriculum guidelines. In addition, time must be allocated for planning, discussion, evaluation and reflection. Many pre-school teachers feel that there is insufficient planning time which is needed to follow the established curriculum guidelines for kindergarten. Due to the rising numbers of children per class, and the obligation to document and evaluate everything, pressure and lack of time has become a significant issue.The purpose of this study is to investigate four pre-school teachers´ views on pedagogical planning and reflection time. Questions to be answered include:1.

AimThe study aims to highlight and discuss students 'and teachers ' conceptions of teaching in the element of dance in physical education.IssuesHow do teachers work with teaching of dance in physical education in secondary school?How do students perceive the teaching of dance in physical education in secondary school?MethodThis study used a qualitative approach with semi structured interviews. Two teachers in two schools were interviewed and two focus groups of five students each were interviewed. One school is located north of Stockholm and the other one east of Stockholm. The interviews were recorded with a cellphone and transcribed.

The aim of this study was to gain a better understanding of resource schools 1 as a human services organization and institution, based on teachers and principals? perspectives. The purpose of resource schools is to provide the students tools and resources to enable them to return to the regular school within two years. The study also aims to examine more closely how this objective applies to the studied resource schools in the studied municipality, as well as highlighting the success factors and barriers that exist to achieve the goal. Previous studies show that this kind of differential practice tends to become a permanent solution.

Mathematics is a central topic in today?s society. There are many different approaches each teacher has their own way. In this essay, I compare four teachers? mathematics teaching in two different countries with regard to ways of learning, particularly in the four operations.

The purpose of this study is to investigate how some teachers work with above-average pupils in mathematics. I have issued three questions based on the purpose of this study:How do teachers define an above-average pupil?In what way the teachers stimulate and challenge the above-average pupils?Has the school done something special for the above-average pupils?The method used to conduct this study was a semi-structured qualitative interview with four teachers in primary school. The method consists of interviews and observations.The study shows that the teachers make an effort to give these pupils extra attention and challenging tasks. A major focus is put on problems solving and to develop the pupil's ability to be able to explain how they think and if necessary, they should be able to explain even to their fellow- pupils.

The purpose of this degree thesis is to investigate what the English teachers in an upper sec-ondary school, think about teaching students in ability grouped classrooms. The questions that I have set out to investigate include what the teachers think about ability grouping in English, the school?s current organisation of ability groups, the pros and cons of ability grouping in English, differentiation in teaching and if students get more individualized teaching with abil-ity groups, how the teachers cooperate and what would be the optimal teaching situation in an English learning classroom.I did a lot of theoretical research on the subject and studied old essays on similar subjects. I also did some classroom observations to use as background information for my interviews. I interviewed five teachers of different sex, age, and teaching experience.

In this essay I have chosen to explore how computers are used in preschools. The study was done as a survey. How does preschool seize the children´s culture? In today´s society ICT and computers are a big part of children´s everyday life and reflects on their upbringing.Since I am using computers as a pedagogical tool in teaching the children at my preschool, I find this topic interesting to explore.Are the teacher´s using computers for an educational purpose with the children at preschools or are they using it in other ways?Do the teachers think they have the required knowledge to computers usage in teaching the children in a pedagogical way?What is the teacher´s attitude towards computers in preschool?The essay starts with a introductorial background section where I talk about my own experiences of using computers with the children in my preschool, and then referring to the society then and now, school law, curriculum, teachers' computer skills, media situation amongst children and young people, computer use in preschools/schools and health effects. I have composed a survey based on the answers of 50 teachers in 30 different preschools and in nine different municipalities.The result of the survey is reported and concludes with a part of discussion, where the results are put up against the introductorial background section.

The purpose of this report is to contribute with knowledge about the views within special education. I want to explore and compare the way students with special needs are approached within two different pedagogies in Sweden: Waldorf pedagogy and Montessori pedagogy.I have closely studied these pedagogies, read the literature from existing research and also by conducting two interviews with a representative from each pedagogy Both pedagogies claim that their teaching methods are most suitable for children with reading and writing difficulties..The Waldorf pedagogy was founded in 1919 in Germany by Rudolf Steiner. The pedagogy believes in the development of the students into independent children who can use their bodies as a tool for the learning of knowledge. The Montessori pedagogy was also founded in the beginning of the nineteenth century and stands for developing the students into independent individuals. However, the pedagogical approach to reading, writing and dyslexia is different.

AbstractSince 1990, special needs educators have been working in both primary and junior school. It has not been easy for the special needs educators to take authority when working with broader educational issues due to the varying requirements placed upon them. The object of this study is to examine how certain primary and junior school teachers describe their expectations of special needs educators and their professional role.I have conducted individual interviews with three primary school teachers and three junior school teachers, who have at least five years experience of working within their respective fields. The interviews have been scrutinized, and the results are presented with the help of five different themes. The results were then analysed in accordance with the two perspectives of special needs education described by Persson (2001) those of both the relational and the categorical perspective.Amongst other things the results show that the view of primary and junior school teachers with regards to special needs educators differ one from another.

The subject singing in elementary school changed its name to music in 1955 and with the name change followed a change in the content of the topic. In my study, I examine the perspective of how song as a subjekt has changed in the basic school curriculum texts. As a complement to text analysis, I used interviews in which two music teachers with long service in primary school were interviewed. My survey shows that there has been a clear change of the contents of concept song from being a pure skill where the aim was the vocal line benefits in different contexts and is today a vocal expression that can be embodied in many different ways. Curriculum texts have not been crucial to the changing content of the concept song.

In this thesis I'm trying to investigate how good educational computer programs work in elementary school. I delimited the study to contain one elementary school in the stages of 6 to 9. The method I used was qualitative and the approach was inductive. I interviewed four teachers and five pupils as the way to collect data for the study. The theories I used were parts from different books with authors, which have done similar studies and researches.

According to the national curriculum guidelines for elementary school, preschool and after-school 2011, (i.e. Lgr11), the Swedish school is based on a democratic foundation. Schools should prepare students to develop an understanding and acceptance of cultural diversity not only in the society as a whole but also how this should be reflected in the morals and ethics between us. The purpose of this study was to describe how teachers in multicultural schools perceptions and experiences on teaching pupils with diverse immigrant origin, and how they apply these cultural expression in practice.In particular, I focus on four teachers in multicultural schools and how they reason about applying cultural expressions that are transmitted at these schools and by them. Explicitly, I review how from policy documents and their own personal pedagogic are reflected in the actual teaching.

The aim of this thesis was to investigate how teachers in school and in leisure time center look at informal and formal learning. Informal learning is often associated with leisure-time while formal learning is generally linked to school. My questions also deal with the teachers? view of each other?s activities from a learning perspective and visibility of informal learning. I have made an empirical study with qualitative, semi-structured interviews with three class teachers and three leisure teachers.

Through qualitative interviews with six teachers at a school an understanding of teachers´ conceptions of, and conditions for their work on pupil democracy and student participation are sought.Formulation of questions were as follow:What does pupil democracy and pupil influence mean for selected teachers?How do selected teachers´ work with pupil democracy and pupil influence?What opportunities and complicatedness?s do selected teachers see with this work?Through this the selected teachers views on children and their thoughts on their role as a leader also are investigated.According to the curriculum the Swedish school should aim to transmit primary democratic values and pursue the education through democratic work models. Further the pupil should acquire influence of their education. The theory exposes several approaches on democracy and influence. These approaches are further on applied on the school.The result of the study evinces that selected teachers´ practice both pupil democracy and pupil influence.

This "cross-culture" study deals entirely on awareness and attitudes among Kenyan andSwedish teachers in terms of gender equality. Parts of this study were conducted in Kenya,where I spent a month living and visited a school in a multi-million city. There, I conductedsemi-structured interviews with teachers and gathered material for my thesis. The purpose ofthis study is to see how teachers in Kenya relate to gender and then compare this withSwedish teachers. The study also includes a review of national policy documents for schoolregarding gender equality.