This paper set out to investigate how teachers of Swedish in Sweden implement the grammar objectives of the curriculum in their teaching, through interviewing six teachers. It has been important to compare their methods to modern research of grammar teaching and teaching in general. They have been asked a series of questions to answer whether or not they use grammar terminology as mediating tools, if they intergrate dialogue among students in grammar teaching and to what extent the teachers? knowledge of and attitude towards grammar influence their teaching methods. The results show that grammar is used as mediating tools primarily when it comes to feedback on pupils? texts, though not to a great extent; dialogue between pupils is rare when it comes to grammar teaching; and the teachers? grammar knowledge and attitude affect the teaching methods, primarily in the sense that seeing value in grammar knowledge increases the teacher?s desire to develop new methods for grammar teaching..

The purpose of the essay is to study documentation of teachers in reports of students? development at school. The study will concentrate on what teachers write in the reports, to what degree the written text refers to the aims of the Swedish curriculum and also to study what kind of language the teachers use in the reports, based on theories of professional language. The material used consists of written reports from two classes, one in the 6th and one in the 8th grade from two different schools. The reports come from six teachers altogether, and the text has been divided in phrases which have been categorized in different groups depending on the content and the language used.

Empati och självkänsla hos kvinnliga pedagogerAnna IwarsonSyftet med denna studie var att se om det fanns ett samband mellan empati och självkänsla hos pedagoger. En enkätundersökning med 38 kvinnliga pedagoger genomfördes där de fick läsa fiktiva berättelser och skriva ner sina upplevelser av berättelserna. Studiens resultat visade inte något samband mellan empati och självkänsla. Däremot visade resultatet att empatin varierade med situationen: de äldre uppvisade mer empati än de yngre för en berättelse om att mista ett husdjur, samtidigt som de yngre uppvisade mer empati än de äldre för en berättelse som handlade om att mista en förälder. Resultatet visade även att bassjälvkänslan var högre hos respondenterna i medelåldern.

SammanfattningSyfte och frågeställningarSyftet med den här studien är att undersöka vad lärare har för tankar om hälsa och hur deras tankar påverkar undervisningen inom ämnet idrott och hälsa.  De huvudfrågorna som har ställts i den här studien var: Vad är lärarnas tankar om hälsa? Vad lär idrottslärarna ut om hälsa under idrott och hälsa lektionerna? På vilka sätt görs hälsoundervisningen meningsfull inom idrottsämnet? Hur kan idrottslärare utveckla området hälsa inom idrottsämnet i skolan? MetodAnsatsen är den kvalitativa där det utvalda verktyget är intervju med öppna frågor. Utöver de huvudfrågorna skapades det underfrågor för att föra diskussionen.  Lärare som är yrkeserfarna och utbildade inom idrottsämnet hade eftersökts.  Dessa egenskaper var ett krav eftersom frågeställningarna berör hälsa inom ämnet idrott och hälsa. Intervjuerna utfördes antingen på plats eller via telefon och intervjufrågorna skickades i förväg.  Samtalen spelades in och transkriberades elektroniskt.  Alla lärarnas svar samlades under respektive fråga för att underlätta analysen.  Svaren relaterades till den salutogena modellen.ResultatSex tillfrågade lärare från Stor-Stockholm och sydöstra Sverige deltog. Idrottslärares tankar om hälsa handlade generellt om att ha en fysisk och psykisk hälsa så att man orkar med sin vardag mentalt.

Content and Language Integrated Learning (CLIL) is a relatively new method for learning a foreign language. CLIL programs are growing in popularity and more and more schools are adopting it all around the world. There is still no special education for the teachers working with CLIL, though research suggests it may be an effective method for achieving good results.To get a realistic view of the work of a CLIL teacher, I have interviewed four different mathematic teachers who work at CLIL international schools in Spain with English as the foreign language. I have compared their methods and experiences with the main ideas of current research in this particular field.The survey shows that the teachers? views about how CLIL is to be used do not completely correspond to that of the research.

AbstractBy finding out the pupils' choice of strategies for problem solving, we as teachers, can get a better understanding of their way of thinking, and thus also help them develop in their learning of mathematics. In a classroom environment where several different strategies could be found, the pupils' learning is facilitated as they, with the help of classmates, find positive and negative attributes of different kinds of strategies. The pupils are, in other words, each other's resources, rather than competitors. The main point is that the classroom environment, as well as the role of the teacher in the classroom, are both key elements for good mathematics learning.In order to increase the understanding of the pupils' choice of learning strategies, a survey was performed based on two school classes, one third grade and one six grade class at the same school. Both classes received the same mathematical problem to work with, and the strategies observed were analyzed and compared.

Summary The purpose of this research is to find out if technology is being used in pre-school activity, to what extent, in which way and what part the pre-school teachers believe they should have in the process. To gather information for the research, questionnaires were sent out to all pre-schools in a municipality in central Sweden. Based on that information two were chosen for observations and interviews. The work with technology in pre-schools may vary. Some pre-school teachers believe they do not adopt any technology at all when asked and all this because of their own lack of interest or knowledge, while others believe it is contained in all of their educational activities.

Syftet med vår undersökning var att ta reda på hur några lärares kunskaper, erfarenheter, uppfattningar och deras egna sätt att lösa uppgifter påverkar deras val av arbetsmetod i klassrummet. Vi intervjuade lärare med olika bakgrunder och metoden vi använde för att komma fram till vårt resultat var kvalitativa intervjuer. Resultatet visade att lärarna i undersökningen vill arbeta undersökande för att skapa relationell förståelse hos eleverna men klarar inte alltid av det då de själva saknar tillräckliga ämneskunskaper för detta. Utifrån resultatet kunde vi dra slutsatsen att lärarnas ämneskunskaper är avgörande för vilka arbetsmetoder de använder även om arbetsmetoderna inte stämmer överens med deras uppfattningar om hur god matematikundervisning bör vara..

In this study, five qualitative interviews were conducted, four of those with pupils and one with a teacher, in grade 9. Humans - a gregarious creature written in the context of status and hierarchy, aims to study how these students in grade 9 are grouped and how you look at each other in and between these groups and also in terms of status between and within the group. Using the concepts of identity, adaption, exclusion and the meaning of emotions with the chosen theoretical concepts by Goffman and, Elias and Scotson the purpose of this study has been answered. The results showed that the students were quite flexible between the groups in their class; most of them were part of a small group that consisted of their ?close? friends.

In what way were children in the 1930s and 1940s mean to each other, in which ways did theytease and bully one another? And what were the adults part, how did they react to thechildrens spite towards each other and did they do anything to stop it?These are the questions which have been addressed in this essay. In the answers given to us,by a survey in which 42 persons born in the 1920s and 1930s were asked, we have learned,that during the 1930s and 1940s when these children went to school, bullying did'nt occure asmuch. Not as they can remember today.We have also learned that it was mostly boys who were bullied, both mentaly and physical,with punches, being pushed, being laughed at and by being forced to do things they did notwant to do, such as stealing.The most common reasons for being bullied was that the children came from poor families,had ragged clothes, where dirty or had a physical disease such as cronical bronchitis.There where not many children who talked about being bullied with a teacher and the surveytells us that they didn't had any supervisors on the school yard.A number of the questioned answered that they thought that teachers had favourite students inthe classroom and they tell us stories in which teachers used corporal punishment, which waslegal at this time..

This study is about how eurhythmic teachers create a comfortable and educational environment in their classrooms. In other words how they create a healthy working environment. Four teachers were chosen for the study, one of them male. I?ve used qualitative interviews because I believe it's the best method to collect information that illustrates what a teacher's working situation looks like and what he/she does to realize their own ideas.

In my essay the dilemmas originate from what I have experienced. I have observed myself and some of my colleagues, how we meet children who are lacking the qualifications which school and most pedagogues expect them to have. Focus, in my written experiences, is on children who live in poverty, but how we meet and act toward them is often quite the same independent of what qualifications they are lacking. With the support from literature and theories I reflect and analyse the dilemmas. Through essaywriting I investigate my practical knowledge and I examine how we as pedagogues handle the complex situations encounter when in school and how it is possible to understand why we act the way we do.I think that the knowledge which essaywriting gives me will strengthen me as a person and in my work as a teacher for after-school-center.

During the 19th century the Elementary school and its teachers emerge in the city of Halmstad and in the parish of Veinge as well as in Sweden overall. The aim of the essay is to enthrone these teachers? conditions and a comparison is done between the teachers in these two places. The mate-rial that is used is for example minutes from the board of education in Veinge and the city council of Halmstad, collected works about the elementary school of Halmstad as well as litera-ture regarding the subject. The essay starts with a short background history about the Elementary school and its teachers.

AbstractIn this work, I have chosen to write about children in grief. Since children in grief is a large area, I have chosen to focus on how preschool handles and works with children who has loosed a parent, siblings or a play-mate by death. The aim of this work is to contribute knowledge about how you in preschool can handle and work with children in grief. To get answers to my questions, I have studied the current literature in the field. I have also interviewed five people with experience and knowledge of work with preschool-children affected by grief.

The purpose of this study is to examine how teachers and pupils experience the use of fictional literature as a tool for language development in the teaching of English as a foreign language. Through surveys and interviews and with Vygotsky?s theory on development in a social environment as a theoretical base, I examine which methods are used to promote language development and also which functions pupils and teachers consider fictional literature to have in the teaching of English. Results show that teachers consider fiction to be among the top methods to get pupils to learn English. Teachers and pupils both favour the use of fun and stimulating reading activities as well as group activities where learning is social to go along with the reading of fiction.