The purpose of this study is to achieve a greater understanding of the perception of the use of Special Educational Needs Coordinators? (SENCOs?) competence in school. The informants of this study are the director of the school district, two principals and six teachers in two schools in a municipality in Sweden. The method used for this study is qualitative interviews, and the results have been analyzed using perspectives on special education. The results show that the director of the school district has one ideal view of SENCOs working close to the principals with supervision of teachers, school development, administrative tasks etc.

This study aims to explain how teachers for students aged 11-13 years old work with comprehension of words, based on reading fictional texts. The question formulations the study aims to survey is how teachers declare they are working with word-comprehension with basis in fictional texts for bothfirst- and second language learners, and how this shows in their pedagogical practice. The study also aims to survey what the effects are on the students´ learning, according to the teachers, by using this teaching-methods. In an attempt to examine this, interviews have been performed with three teachers working at different schools, teaching Swedish for students in the elementary school. In the interviews the teachers was asked questions in aim to research their methods of teaching wordcomprehension, followed up by two lesson-observations per class of each teachers´ pedagogical practice..

The purpose of my study has been to find out how four preschool teachers at four different preschools looks at the pedagogical meal from a health and overall learning perspective. I also want to examine how, through the pedagogical meal the preschool teacher works to promote children´s learning and give them an understanding of need to safeguard their health. To achieve my aim I set the following questions;What are the different types of learning preschool teachers believe that children can acquire the basis of the pedagogic meal?How do preschool teachers describe their work from the pedagogical meal to benefit children´s overall learning?How do preschool teachers describe their work at the pedagogical meal for the children to gain an understanding of their health?The study is based on a qualitative method with interviews and observations, triangulation. The theoretical approach to this study is based on the socio-cultural perspective to learning and development.

The purpose of this qualitative interview study was to examine which approach experienced pre-school teachers have on children that seek negative attention. The study contains five informants in a city in the middle of Sweden and they all have at least 10 years of experience after their diploma from a pre-school teachers? program. The questions I aimed to answer were the following: How did the pre-school teachers define the expression ?negative attention?? What approach did they have on children that seek negative attention? What effects do the childrens? seeking of negative attention generate on their self-esteem and sense of security? How possible do the pre-school teachers feel it is to achieve the goals of the pre-schools? curricula that every child should get their needs respected and met, when they work with children that seek negative attention? The results showed that the teachers think of them as resources in the group and that they need to think of the environment around these children both at home and at the pre-school to better meet their needs.

The aim of this two years master's thesis is to examine public librarians? views of their pedagogical role towards school children, and to illustrate the relationship between public libraries and schools as a background for the role of the public librarians. The theoretical framework is Carol Cullier Kuhlthau?s theory of the roles of librarians as mediators in reference work (Levels of Mediation) and in education (Levels of Education). The main question of the study is: How do public librarians view their pedagogical role towards elementary school pupils and high school students? Related questions regarding the use of the public library for school purposes, the communication and cooperation between the public library and the schools, the difference between public libraries and school libraries and the librarians? view of pedagogical work are also made.The method used is qualitative interviews.

In 2014, the Swedish leisure-time centres after school became widely criticized on several occasions by school authorities. The cause for its criticism was a reflection of leisure time-centres with lots of untrained staff and a lack of pedagogical aspirations. The conclusion of the criticism was that these leisure-time centres do not fulfil their potential. However, these assessments has only to a limited extent become a part of the public educational discourse in Sweden. This discourse has mainly focused on the decreasing results in the Swedish school, which has caught the attention in the media and ended up on the political agenda.

The purpose of this essay is to examine how some individual PE teachers view knowledge and what they think about the status of physical education whitin the school. The method used in this examination was both sudies of literature and a qualitative investigation. Six PE teachers, from three diffrent schools in Sweden, were interviwed from a phenomentographic research approach. I made the analysis from a sociocultural approach. The result indicates that th teachers had difficulties to describethe conception of knowledge, but that the pupils/students achieve knowledge in physical education.

The overall purpose of this study is to examine how preschool teachers make use of digital tools in correlation with pedagogical documentation. More specifically, the purpose is to interview preschool teachers about their ideas and their use of the digital tool Förskoleappen to record and document childrens learningprocesses. The purpose will be answered with help from the following questions: In what way do preschool teachers use Förskoleappen in pedagogical documentation? What ideas and views do preschool teachers have about digital technology in general and Förskoleappen in particular? In order to find the answers to our questions we carried out a qualitative study in the form of interviews with six preschool teachers from two different preschools. We have used the designtheoretical perspective as our theoretical frame.

The essay is about how immigrant pupils are integrated into the Swedish school and society. I have studied how teachers work with integrating these pupils and if there is a plan of act used in their work. The essay is also about how social relations can be used as a pedagogical resource by the teachers when the institutional framework and support is failing..

The purpose of this study is to determine which approach preschool teachers from a Reggio Emilia inspired preschool and a traditional preschool have on children, knowledge, learning and their own role in children?s learning. The two pedagogical approaches have different basic visions; Reggio Emilia follows the thoughts of Lori Malaguzzi and the traditional preschool follows the Swedish curriculum Lpfö 98. The main research questions asked were:What view on children, learning and knowledge does the preschool teacher from a Reggio Emilia inspired preschool have in comparison with a traditional preschool?Which role does the teacher believe that they should take regarding children?s learning?What differences and similarities can be identified in the teachers' perceptions?To carry out this study, I used a qualitative research method.

The use of technology in today's society is frequent and often necessary, but how, when and where are we supposed to learn how to use it? And if it is such a big and important part of our society, then why don?t teachers get more training in how to use the technology? The purpose of this paper is to examine whether teachers attitudes to technology affects their use of technology in their teaching. In school technology can be a complementary to other material, if teachers have the necessary skills to use technology in a pedagogical way. I have chosen to do a qualitative study in form of interviews and observations at a school outside of Stockholm. The results show that both school and teachers must want to work with technology if anyone will be getting something out of it.

Our modern swedish society is charactarized by peoples and cultures from all over the world. In this perspective I believe that young pupils of today need culture studies in school in order to understand themselves and further to recieve knowledge about different cultures, traditions and lifestyles. The present study is an attempt to investigate the potential of the ethnological culture analysis as a pedagogical method. The paper is divided into two sections; one in which I (a student teacher in swedish language training) have applied the culture analysis in a literary context. By using the culture analysis on Emily Brontë´s classic book Wuthering Heights I have tried to let typical elements from the Victorian era appear.

The purpose of this study is to examine some after-school teachers? perceptions about the outdoor stay at the after-school care centre in the schoolyard and in the leisure- environment.Five semi-structured interviews were conducted with the after-school teachers at five after-school care centres in the Stockholm area.In the theoretical part presents the leisure- governance and ongoing research on outdoor learning, research on the school playground and kindergarten local environment affects children in their development and learning, and after-school teachers? professional identity.The theoretical foundation is based on the phenomenographic approach.The questions are:? What is outdoor education according to the after-school teachers?? According to after-school teachers, what educational opportunities are provided by the schoolyard and the local environment?? How do the after-school teachers use the schoolyard and local environment?The result shows that outdoor education can be a knowledge invigorating complement to the indoor teaching and a way for the after-school centre to supplement the compulsory schoolday. The play outdoors can help to increase children's social development, creativity and imagination. The after-school teachers used the schoolyard and local environment for various purposes which may be due to different circumstances, knowledge and experience to carry out educational activities outdoors. But it may also depend on whether the after-school teacher focuses on the regular school day or in the afternoon at the after-school care centre..

The aim of this study was to explore and describe how four teachers work with literacy in preschool and grade one, ages 6 and 7. The aim was also to explore the progression of reading and writing as well as the collaboration between teachers in preschool and grade one. The study has a qualitative approach and data was collected through observations and interviews. The findings indicate that teachers in preschool have similar activities and approach to what guides the work. Regarding teachers in grade one it shows that they both are working with reading and writing in a varied way.

This report describes an interview study of Swedish elementary school teacher?s view on stu-dent influence. The objective is to find out about teachers' approach to student influence, what do they think happens with students that are allowed to influence and what are the negotiables and non-negotiables when it comes to student influence in elementary education? And do the teachers really want their students to have influence?According to the official policy documents for the Swedish school system the Swedish school shall work towards a democratic school. Not only should the students be educated about de-mocracy but they should also learn to use democratic values and processes.