The aim of this study was to investigate how the content of the syllabus for Physical Education and Health at Uppsala University correlates to selected parts of the core content of the Gy11 syllabus for Physical Education and Health 1 in Upper Secondary School. Furthermore we aimed to investigate the perceived competency of recently graduated and still studying teachers of Physical Education and Health within the selected parts of the core content.The selected parts of the core content are:Exercise, sports and outdoor activities that develop a comprehensive physical abilityThe adjustment of tension and mental training.The methods used were a qualitative comparative text analysis of the syllabuses for Physical Education and Health at Uppsala University and Gy11 Physical Education and Health 1 in Upper Secondary School, as well as a quantitative survey conducted with recently graduated and still studying teachers of Physical Education and Health.The results were that there is an obvious correlation between the content of the syllabus for Physical Education and Health at Uppsala University and the Gy11 syllabus for Physical Education and Health 1 in Upper Secondary School. Moreover the survey shows that the respondents felt confidence in their ability to teach exercise, sports and outdoor activities that develop a comprehensive physical ability. The survey also shows that the respondents felt less confidence in their ability to teach the adjustment of tension and mental training..

This study looks to establish which implications the norm, use and view on the written Swedish language in society and school might have in regards to the teaching of Swedish in the Upper Secondary School, specifically year one. It poses questions as to which views on norm and use can be found in textbooks, in syllabi and in the everyday work of teachers. Through research and analysis of the last three syllabi of the Swedish subject and three corresponding textbooks, along with interviews with two teachers of Swedish, it is shown that from the 1970s onward, there has been a shift from a language norm that incorporates everybody and makes everybody responsible to a language norm that in essence is second to the individual progress of students and successful written communication. It is argued that one does not necessarily exclude the other and that, given a successful education, students may use their knowledge of lingual norm to excel in written language activities..

This thesis deals with the information needs and information provision of teachers in compulsory school, from a role theoretical perspective. The object is to investigate teachers opinions on their information needs and information provision. The following questions have been used to approach the problem: Which are the information needs of teachers in compulsory school? How do teachers get the information they need? Which difficulties and deficiencies do teachers experience in their information provision, and what does the ideal situation look like? The theoretical frame of reference consists of a model of the information seeking of professionals, which is based on role theory. Qualitative interviews have been carried out with nine teachers.

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

This essay investigates the integration of the school library into teaching in one of Sweden?s senior high schools and the effects of the new education act which gives school libraries a stronger standing. A second purpose is to investigate teachers? views on professional responsibility with regard to the development of information literacy. Through an email survey different aspects of library integration are investigated.

AbstractThe main purpose of this essay is to examine if media-sport influence pupils in their physical education and if the teachers understands it. At the same time the aim has also been to investigate how the teachers can get along with the media influence in their teaching. We have also investigated what teachers in physical education think about the curriculum and if there is space for a teaching method that respect the pupils will.The essay is an empirical qualitative study built on open-ended interviews with 3 respondents from two schools in the county of Värmland, Sweden. The range of qualified teacher is restricted at this school. We asked 5 teachers to join, but only 3 were accepting to join our study.

This master's thesis examines information literacy and students in secondary education. The study is framed within a sociocultural perspective of learning and the method used is questionnaires. The major question posed is how and where students seek information. Other questions are if the students critically evaluate and analyse in­formation sources and if teachers and school librarians cooperate with each other in order to help the students with their assignments.The findings indicate that most students regard information seeking as fact-finding or finding the right an­swers to the question. Only one third of students experienced information seeking as seeking and using informa­tion for understanding a topic.

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

AimThe aim of this study has been to examine how health enhancement teachers in Montana, USA, view the value of physical activity from a lifelong perspective.In what way does the health enhancement teacher think the importance of physical activity from a lifelong perspective could be presented?What resources are available for teachers to present the value of physical activity from a lifelong perspective?MethodThe issue has been answered through qualitative interviews consisting of six health enhancement teachers, four women and two men, in Montana, USA. One of the teachers worked at an elementary school (for 30 years), three teachers worked at middle schools (20, 10 and 8 years of work experience) and two of the teachers interviewed worked at a high school (30 and 3 years).  ResultsThe majority of teachers feel that a wide variety of activities, adapted to an individual level, and the understanding of a healthy lifestyle are important in order for the teacher to present the value of physical activity from a lifelong perspective.The teachers felt they had sufficient material in order to present the value of physical activity, where the school budget provided the teachers with materials every year. In addition to the budget, all the teachers had 12 hours of professional development every year where they could attend conferences or their own choice of professional development.ConclusionWith the help in forms of professional development offered by the school, conferences, meeting with other teachers, and their own choice of development, the teachers instruction techniques could increase which could help the teachers to find the pupils? interest for different kinds of physical activities.KeywordsPhysical education and health, physical activity, SOC, sense of coherence..

The study aims to examine some teachers' and students' conceptions of drama in schools and in after-school centers. ?Educator? in this study refers to after-school leaders and drama teachers.  The study is limited to three educators and three students at a public school in the Stockholm area. This study considers the following questions: How do educators use drama in schools and in after-school centers? How do students perceive drama in schools and in after-school centers? What importance do educators think that drama has for students?The study draws on the socio-cultural theory on teamwork and social interaction.

Our study examining how well the guidelines, from Skolverket (School Department), aboutgrades in the course "Samhällskunskap A" are implemented in the Swedish Upper SecondarySchool. The study focus on both teachers and students. To discover which knowledge the bothgroups have, we have used two different methods. The students have answered a survey,which was based on the phrases from the course plan "Samhällskunskap A" about grades. Thesurvey wanted to see how well the students could match the correct phrases with the gradesteps (the Swedish school uses three grade steps).

The purpose of this Master?s thesis is to examine student secondaryteachers? perceptions of the role of the school library libraries aswell as compare results with an earlier study. The followingquestions were posed:1. How do student teachers view the school library?2.

The Swedish school is today a meeting place for many people with different cultures. The teacher education at Södertörn University have since 2002 been influenced by an intercultural profile. The purpose of this study is to investigate how the intercultural profile of Södertörn University is expressed in preschool- teachers/ teachers work. Is an intercultural approach requested in schools and is intercultural approach useful and applicable in the teaching profession? The report is based on a qualitative study of what intercultural competence means for five preschool- teachers/ teachers who have graduated from Södertörn University.