According to the Swedish curriculum the education should establish respect for human rights and democratic values (Skolverket, 2011, s.7). The purpose of this study is to investigate how five first grade teachers understand the democracy education and how they practice it in reality. I have, based on the purpose of this study issued following questions:What is the teachers interpretation of the democracy education? How does the teachers work with democracy in practice?What difficulties does the teachers see with the democracy education?This study is made through a qualitative method based on interviews with five teachers. The results show that the teachers at both schools, despite the different definitions of the concept of democracy, yet interprets democracy education relatively equal.

The aim of this study was trough qualitative interviews with teachers and counsellors in Swedish schools, to study their experiences and perceptions of non suicidal self-injury (NSSI) in adolescents. During the study three teachers and three counsellors who worked in four different schools were conducted. The theoretical approach that was used is Michael Polanyis theory tacit knowledge. The outcome of the study was that schools did not seem to talk about NSSI as a problem and the teachers knowledge about it had come from own experiences meeting adolescents whit NSSI. The interviewed teachers and counsellors felt it hard to define NSSI, they mainly referred it to someone who cut themselves.

The purpose of this study is to examine the conditions for pre-school teachers to achieve those goals that are constituted for science education in the Swedish curriculum for the pre-school. The study questions of formulations are: which importance have the conditions for the work with science education in pre-school, which importance have pre-school teachers engagement and knowledge for the work with science education in pre-school and does the pre-school pre-school teachers think that they have enough conditions to achieve those goals that are constituted for science education in the Swedish curriculum for the pre-school. The results are based on an interview survey with ten pre-school teachers from three pre-schools that are connected in a unit. The interviews were recorded and transcribed. The results from the study points out that the pre-school teachers engagement are most important for the work with science education in pre-school to flourish.

The curriculum of the Swedish school system explains how the transitions between the preschool class and the pre-school should be. The co-operation between the organisations should aim for a long term perspective with the students learning process in mind (Lgr11).The pre-school has almost the same aim in their curriculum, as the curriculum of the Swedish school system.The aim with my study is to examine how the teachers from the different organizations relate to knowledge and how they look at the students social interactions. Also how the transition between the pre-school and the pre-school class is viewed from their point of view. How do the teachers from the different organisations comprehend knowledge?How do the teachers from the different organisations comprehend the social abilities?How do the teachers from the different organisations work and interact in terms of the transition between the pre-school and the pre-school class?The study that has been made is about the transitions between the pre-school and the pre-school class. It´s been investigated by doing interviews with teachers from both the pre-school and the pre-school class.

The purpose of these studies is to see how the reception and education of non-Swedish speaking newcomers are organized in a small county, and what you can do to improve this process to achieve a better and quicker integration into the Swedish language and society. To do this, interviews have been performed with four headmasters and different categories of teachers representing all schools in the actual county.In the result it was clear that both headmasters as teachers saw a need to change   and improve reception to provide consistent but flexible support. The headmasters wanted to create written instructions to assure equivalence between the different schools. The majority of teachers wanted to change the current system whereby some pupils, based on their origins, were placed in a preparatory class to learn the language whilst others were placed directly into a Swedish class. All teachers also thought that the help the non-Swedish speaking newcomers were offered was insufficient.The conclusion is that the county must decide and create instructions according to Skolverket?s recommendations and it also ought to offer all pupils the possibility of learning the basis of the language in a preparatory class.

The purpose of these studies is to see how the reception and education of non-Swedish speaking newcomers are organized in a small county, and what you can do to improve this process to achieve a better and quicker integration into the Swedish language and society. To do this, interviews have been performed with four headmasters and different categories of teachers representing all schools in the actual county.In the result it was clear that both headmasters as teachers saw a need to change   and improve reception to provide consistent but flexible support. The headmasters wanted to create written instructions to assure equivalence between the different schools. The majority of teachers wanted to change the current system whereby some pupils, based on their origins, were placed in a preparatory class to learn the language whilst others were placed directly into a Swedish class. All teachers also thought that the help the non-Swedish speaking newcomers were offered was insufficient.The conclusion is that the county must decide and create instructions according to Skolverket?s recommendations and it also ought to offer all pupils the possibility of learning the basis of the language in a preparatory class.

The aim of this study is to investigate how Swedish elementary school teachers proceed in cases of suspected child abuse, what knowledge teachers have in order to identify signs of child abuse and to make a report to social services, and also the obstacles teachers face during a report to social services. We used qualitative interviews with five practicing teachers; three was conducted at the teachers´ workplaces and the other two with the help of telephones. We used the role theory to analyze our results. We have concluded that teachers request more knowledge of signs of maltreatment and that they find their skills in discovering child abuse lacking. As obstacles to reporting, teachers identify their doubts and worries together with the difficulties that the often concealed child abuse brings.

The aim was to find out teachers in Swedish as a second language in primary schools view on how they work with a language development teaching in a multicultural environment. I did a semi-structured interview where I both made questions before the interview and also used individualized follow-up questions during my interview. I did that because I really wanted to get answers to the subject and the aim of the essay. Two teachers in Swedish as a second language have been interviewed. The result shows that a holistic approach to language development is important, where great emphasis lies on understanding. Teachers say that communication and interaction are key factors and that it is important with good linguistically appropriate and understandable texts where the words/concepts are learned and used in the right context. .

This study has examined how teachers in Swedish upper secondary schools work to foster a critical perspective through the education in the subject of Swedish. The study is based on qualitative interviews conducted with three teachers, who have given their views on the role of source criticism and critical analysis of literature in the subject of Swedish. Furthermore, they have described how they incorporate these views into their own teaching.The study has shown that the teachers find that source criticism and literary analysis are interconnected, since both depend on a general critical approach, which they both help foster. The main question the study examined was how Swedish education could help foster a critical perspective. The interviewed teachers' ways of working point out a way: teacher C has integrated source criticism and referencing into most of their education, which makes them central to the education in Swedish.

My purpose with this study was partly to examine how some Swedish science teachers teach and their knowledge of the science curriculum, and how this affects their teaching. I also aimed to compare the Swedish and Irish science curriculum. The method I undertook to achieve this study was to carry out six interviews with science teachers in Sweden. I also completed a text analyse of both the Swedish & Irish science curriculum. The results of the interviews showed that the teachers think the curriculum is important but they do not always keep to it.

The study focuses on the use of poetry in language teaching in the lower grades in the Swedish school. Poetry has a reputation of being an art form with such specific rules and structures that children and teachers think that it is something that they do not have the ability to work with.  The purpose of this study is to get an understanding of how poetry is used in educating children. My research is based on the following questions. To which extent is poetry being used in schools and how is it being used?Can you as a teacher see any effects on childrens language development by using poetry?As a part of my study I have met with and interviewed four different people, who in one way or another is involved in teaching children. Two working teachers in the lower grades, one pedagogical resource and one artist that work with teachers in reaching different goals through the help of aesthetic processes.

The autumn of 2011, saw a new curriculum being put to use in Swedish schools, a curriculum whose purpose was to supply the Swedish schools with a larger national equivalence. This new curriculum was meant to counter the strong variations in grading that the ministry of education felt was a result of the Lpo94, the curriculum previous to lgy11's introduction.With the introduction of the new curriculum there followed some changes to the objectives and emphasis on content prepared by teachers in the subject of religious studies. As a result this also affected the teachers planning and execution of the course and its content. From the perspective of a teacher-to-be I hold a great interest concerning how lgy11 affected the religious teachers planning of their lessons and teachings. This essay is written with the hope of being able to determine how some of the now active teachers perceive that they have been affected by the curriculum in its structure of teaching and planning and the content of material.

 Over the past ten years, the pupils' performance and grades has fallen and the number of competent to high school has decreased gradually. The Swedish school has been criticized and the role of the teachers has been questioned, among other by the media. In autumn 2007 Johannesskolan, one of Sweden's tenth worst schools replaced the ordinary teachers of Class 9A against eight of the country's "main" educators with the goal of the class to become one of Sweden's third major. The teachers have the autumn term in which to achieve the goal and the outcome will be measured by national tests in core subjects Swedish, English and Mathematics. The aim of this paper is to examine the role of the teacher's leadership in relation to the pupils' social and intellectual development, and identify common leadership of these eight educators.

This essay is a qualitative study that examines seven teachers ? views on argumentative texts. The aim is to examine how teachers work and discuss argumentative texts, and how they work to develop students ? writing. The main question is: What are the teachers experience, perception and attitude about working with argumentative text? Furthermore: What specific features are important when they mark this type of text? : How do teachers work with formative grading in terms of writing this type of text? Research shows that Swedish students ? ability to write argumentative texts are inadequate.

AbstractWorking with students who have ADHD are today common in Swedish schools. Approximately 2-3 students per class have been diagnosed with ADHD and require greater demands on their teachers. The pupils have to be included and get the opportunities to develop in the way that suits the students best. The pupils themselves should not have to adapt to the school, it is the school that has to adapt to the pupils. The purpose of this paper is to examine how PE teachers work with students who have ADHD as they need to have adults around them that have insights on their special needs.