The aim of the study is to investigate how a teacher uses multimodal resources with an interactive whiteboard while teaching reading and writing. The aim is also to investigate what view the teacher has on using an interactive whiteboard while teaching reading and writing. Video-recorded observations and audio-recorded interviews are the methods used to collect data. The analysis was performed from a multimodal perspective and is also inspired by interaction analysis. The result of the analysis showed that the teacher uses several multimodal sign systems in combination with those found on the interactive whiteboard.

The purpose of this study has been to look into and analyze the view on sex equality in textbooks and teaching media, and teaching of a group of upper secondary school teachers, through a gender perspective. The teachers teach subjects within social- and political science. The two questions that I wanted to answer are: What views do the teachers have on sex equality in their teaching? What views do the teachers have on sex equality in the teaching media (textbooks and other teacher media) which they have access to? Since I wanted to look into the teachers own views I chose unstructured interviews as the method of gather empirical information. To interpret the transcribed texts I chose the hermeneutic view of people as intentional.

Preschool has a long tradition of using picture books, both as entertainment and as a resource for educational activities. In science there are two main application areas. The first one is science concepts and the second is to teach basic science process skills. These skills, observing, communicating, inferring, classifying, measuring and predicting reflects the methods used by scientists. Picture books potential to put science concepts and activities that promote the use of science process skills in a meaningful context, recommends using picture books for this purpose.

Forming teacher teams is currently the standard way of organizing teachers in Swedish Compulsory Schools. This is the result of a process that started in the 1970s.Traditionally the culture of teaching has been one of isolation. Once the door to the classroom is shut, what happens behind the door is up to the teacher to decide. Over the past thirty years a lot of time has been dedicated to making fundamental changes in the way teachers interact with their colleagues. Today the idea of teachers forming teams is generally accepted but still the core of a Swedish teacher?s job is that of a lone worker.

Meeting the pupils at work it is important to endeavor an adjustment of the education with the purpose of developing the individual person. To make this possible it requires, except for the intentions of teaching with an individual adjustment, the teacher to make oneself acquainted with the schools work and liability. This is especially important in the work with students with difficulties. for this group of students perhaps an alternative form of education would be to prefer.As method of investigation I used a qualitative case study with a teacher who uses, what I would call, an alternative way of teaching. as a teacher you should pay attention to, and be aware of, how you effect your pupils and with this as a starting point conduct oneself.

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.

This essay is an investigation that aims to increase the understanding regarding the opinions of what skills a teacher who works with pupils that are in need of special support ought to have. I have also tried to answer the question: How to be a good teacher?The investigation is carried out as a qualitative interview survey, where three women from three different municipalities have explained, how they want pedagogues to work with pupils that are in need of special support.The investigation shows that an accurate personality within the pedagogue plays an important part when accomplishing a positive development. Knowledge of various subjects combined with a specialized pedagogical education is very important, as well as an ability of understanding when it comes to different kinds of functional disorders.Other positive qualities a teacher should have could be the following: to be structured, calm, be able to stand stress, have patience, be a good listener, be emphatic and have a good sense of humour.The investigation also shows that teachers who are confident with themselves have a lot to gain in their profession. The final quality worth mentioning is, when you as a professional dare to be without prestige.

This thesis is about how ideology affects the way leadership literature measures good and bad leadership qualities. The paper argues that ideological influences in leadership literature, from a teacher perspective, complicate the understanding of leadership in its practice and theory. The methodological tool used in this thesis is an idea- and ideology analysis approach applied on leadership literature that is used in teacher education. A theoretical discussion about the definition of leadership and its possible ideological connotations sets a frame for measuring ideological influences in the texts. The analysis from the textbooks showed clear signs of ideological influences when talking about leadership.

The intension of this study is to investigate the interaction between teachers and social workers in two diffrent countys. The study is focused on how teachers act upon suspicions when there are children at risk and what kind of support the teacher gets from social workers. Another importent question is if the teachers know what kind of rules regarding to confidentiality and if it would be better for the pupils if there were no confidentiality.To get answers to my questions, i have interviewed teachers and social workers in both countys.In this study I assume that the power has three dimensions and that there are four levels of interaction.Due to the law about confidentiality the social worker has the power over the teachers. Because the law about confidentiality it is difficult for teachers and social workers to interact.If the teacher want help from social services, she or he must call the social worker because the social worker will not call the teacher. If the social worker want to help the teacher and give her advice, the social worker can do that without breaking confidentiality.

In this study we have interviewed eight teachers about when and how particle concepts should be taught. All of the surveyed teachers argue for an early introduction. This view is also consistent with the scientists on when the particle concepts should be introduced. By an early introduction teachers and scientists consider the age between 6-12 years old. A majority of the scientists and the surveyed teachers use concept of change as a entery point to talk about particle ideas.

The parent-student-teacher conference presumes school responsibility of the development of the student. Teacher, student and parents are supposed to talk freely and in confidence, the conference should lead to a forward looking and long term plan. The parent-student-teacher conference should presume equality amongst the parties. The intention of this paper is to illuminate how the conference can be a way to clarify the process of learning. I intend to do this by showing the practice of four teachers, by making conclusions from their experiences they have made in their practice.

AbstractEmma Hjalmarsson, teacher studentMaria Talevska, teacher studentTitle: So different yet so alike â A comparative study focusing on the pedagogical leadership in two different cultures.Växjö University, Fall Semester 2005, Department of the HumanitiesGIX 192, Degree project/Religious Studies in Secondary EducationThis paper compares the pedagogical leadership in Thailand and Sweden. By performing interviews, handing out questionnaires and observing class rooms we wanted to compare the relationship between pupils and teachers from one school in Sweden and one school in Thailand.From the pupils we wanted information about their view on teachers; what characterizes the best teacher, what the worst teacher is like and how they would like a teacher to be.From the teachers on the other hand we wanted to know what kind of relationship they would like to have with their pupils and how they work to accomplish that purpose. We also wanted to find out if they put more emphasis on upbringing or knowledge and if there are any religious influences in the education.Finally, we also wanted to see if there was something from the pedagogical view in the Thai school that we could use in education in Sweden..

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.    I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through ?assessment for learning? we can help the students to improve their self-assessment and understanding of the learning process.

The education curriculum states that one of the tasks for schools and preschools are to promote gender equality by discouraging traditional gender roles. Gender equality is therefore a part of the fundamental values of the education system. In order to be able to work with the issue of gender equality, the employees need help and further education. Therefore some schools and preeschools contact a teacher specialized in gender equality work.In this essay I have chosen to do a field study of such a teacher at work during different workshops with nurses and teachers. The aim is to examine how she discusses gender ideas and what discussions arises from the meetings with the attendents.

This thesis is about how ideology affects the way leadership literature measures good and bad leadership qualities. The paper argues that ideological influences in leadership literature, from a teacher perspective, complicate the understanding of leadership in its practice and theory. The methodological tool used in this thesis is an idea- and ideology analysis approach applied on leadership literature that is used in teacher education. A theoretical discussion about the definition of leadership and its possible ideological connotations sets a frame for measuring ideological influences in the texts. The analysis from the textbooks showed clear signs of ideological influences when talking about leadership.