Inspired by Kitaro Nishida?s concept of pure experience this thesis analyses Bergson?s concept of experience with the intention of showing how experience is related to duration and how this in turn destabilizes certain tendencies towards subjectivism that can be found in Bergson?s work. This is accomplished through a reading of Matter and memory, Creative Evolution and Introduction to metaphysics that tries to desintegrate both subject and object in favor of duration. The thesis arrives at describing the combination of duration and non-subjective and supra-individual experience as a polyrhythmic movement..

Inspired by Kitaro Nishida?s concept of pure experience this thesis analyses Bergson?s concept of experience with the intention of showing how experience is related to duration and how this in turn destabilizes certain tendencies towards subjectivism that can be found in Bergson?s work. This is accomplished through a reading of Matter and memory, Creative Evolution and Introduction to metaphysics that tries to desintegrate both subject and object in favor of duration. The thesis arrives at describing the combination of duration and non-subjective and supra-individual experience as a polyrhythmic movement..

This study sets out to research the effects of perceptions regarding teacher education as well as the teacher profession in general amongst college students studying to become teachers. The aim of the study is to get a better understanding in what perceptions that constitutes the foundation of the aspects that may affect the students of education by interviewing students about how they perceive their education. The study relies on a sociocultural perspective to analyze the data as well as justify the relevance of the study. The method for researching this will consist mainly of interviews and literature studies. Four students of education, where two are Swedish and two are Finnish, will act as the main source of empiric information.

During my practice as a teacher trainee at an upper secondary school it became clear to me that many pupils had difficulties with mathematics. I was surprised to find that many pupils seemed to get stuck on the level of attainment for the senior level of the nine-year compulsory school. As I have not studied anything about difficulties in Mathematics during my training to become a qualified teacher, I would like to get to know more about this.After studying research done on this subject I made the following approach to the problem:? What fields regarding Mathematics do the pupils themselves find most difficult?? What factors have been contributory causes to these problems?? What are the factors that have helped pupils with difficulties in Mathematics to reach the goals for the syllabuses in Mathematics?The answers to my questionnaire and interviews resulted in the following conclusions:? Pupils find theory of equation and conversion of units as most difficult at senior level of the nine-year compulsory school.? Teaching should be done in special instruction groups to give the pupil the opportunity to develop his/her skills on an individual level.? Pupils find it hard to deal with all moments in Mathematics during the time given for each course.? The pace for teaching Mathematics is too high according to the pupils.? Pupils wish for instructions on a lower level.? There is often a lack of contact between teacher and pupil.? The teacher should use more time to help the pupil receive good self-confidence and increase the motivation for instructions in Mathematics..

In the nineties, policy makers highlighted the importance of creativity in education in order to nurture entrepreneurs in our society, thus the purpose of this study is to investigate high school students´ experience of creativity in psychology classes. The results are based on qualitative data from four semi-structured interviews with Swedish high school students who study psychology. The conclusions are that the respondents perceive psychology as a very creative school subject in which they can give personal experience as examples, they can give alternative explanations and solutions to problems, and that there are no right or wrong answers which means that they feel encouraged to self-reflect. The teacher is important as the respondents experience her as open, tolerant, and moreover, that she varies the classes, which contributes to a good classroom climate. The respondents also experience a certain degree of freedom when they feel involved and are allowed to influence their education.

The purpose of the study was to find out how teachers in a school in Kenya conducted the education of mathematics in standard 4-6. The focus was how the teachers worked with children in need of special support in mathematics.To find out the purpose a case study was made with two interviews and seven observations with four teachers on a rural school in Kenya. The following issues were: Which standards were there in the classrooms during lessons in mathematics in Kenya? How did the teachers express the view of children in need of special support? The main conclusion was that different teachers teaching in mathematics looked the same.The teacher was standing in front of the blackboard where the teaching occurred and the pupils were sitting lined up in their benches. The teaching of the pupils was about repetition and imitates the teacher and mostly filling the gap that the teacher made them say.

Many researches demonstrates that children who deal with matematics in a meaningful context early in their age, will manage a much wider context later in school. The purpose of this work is to highlight the importence of teacher´s view on matematics and how matematics can be visible for the children when they are in a preschool age. Im trying to promote the importance of mathematics wich characterizes much of our society. Highlighting todays nursay?s and the fact that there is plenty of good enviroments for the learning of mathematics.

This study describes and analyzes how one teacher perceives her monitoring of the students´individual plans of development as expressed in the Education Act chapter 10, 13§. Today there are nonational guidelines published in the monitoring area for these plans of development, although this is anobligation for all teachers in Sweden. Also, it presents some students´ opinion on this and how themonitoring affects their learning.The progressive perspective on learning with the content spirit of the concepts responsibility,participation and experience, as well as research in this field provides the background for the study.The most important features of the data were presented in relation to these three concepts and thecommon themes found between them.The study reveales that the monitoring of the individual plans of development can never be taken forgranted due to the absence of national guidelines on this matter. Either the intention of this absence isto hand over to a professional profession, such as teachers, to decide themselves how the work shouldbe designed, or they are not capable of doing this based on their education and the other conditionsgiven in their work. The conclusion is therefore that it is up to each school and each teacher to decideon how to work with this matter..

This study is conducted from qualitative research with interviews as a basis, where I have interviewed four teachers from elementary school?s early ages (year 1-3). The aim is to highlight the teacher?s perspectives and experiences of reading aloud, and how they connect the activity to gender.The questions at issue that have been answered in this paper are how the teacher?s reflect to gender and reading aloud in a school environment; do the teacher?s reflect over the gender perspective when choosing reading aloud literature? When reading aloud, which attributes are important to highlight for girls and boys according to the teachers? Which books do the teachers consider "good" gender literature?The paper is based on the theoretical grounds of social constructivism, gender as construction, gender conscious pedagogy and reading aloud. In previous research the focal point has been Kåreland?s study on gender in literature in pre-school, and on how children are being portrayed in children?s literature today, from a gender perspective.The teacher?s that have been interviewed in this study all agreed on the fact that reading aloud is a very important part of education and are used by most teachers on a daily basis.

The aim of this Masters thesis is to, through user studies, analyse whether Carol C. Kuhlthaus information search model is applicable in a Swedish school. Furthermore, the guidance that the students may receive from the teacher and/or school librarian is analysed. Answers are sought to the following questions: · How do the students perceive their information seeking? · How do the librarian and/or teacher support the students during their information seeking process? The study is based on a qualitative method of approach, through interviews with four informants: a librarian, a teacher and two pupils.

The purpose of this thesis was to find out what experiences teachers have from using a class blog in teaching. What are the advantages and disadvantages by the use of blogs in education?I have used qualitative interviews with four teachers in grades 1 to 6 who have worked with a class blog in teaching between one and three years.The study has shown that teachers' experience is that the blog serves as motivation and promotes learning for many different pupils and that, together with other digital tools is more equal. The main benefits that teacher mention is the expanded concept of text that offers multiple forms of expression and the authentic reader, which makes it more real, important and meaningful. Other benefits that come up are that it helps students to see their learning and learn from and with each other.

The aim of this essay is to get a deeper understanding of a teachers' profession and to get knowledge of how earlier experiences can influence you as a teacher. I have interviewed a female teacher, Pia to get this understanding. As a tool to get the teacher's whole story I used the life story method. In her profession she is influenced by her own importance of security as a child.Her own needs of security has given her an deeper understanding for pupils like herself during the childhood; insecure and afraid. Her understanding for all kinds of behavior among the children has increased by her own experiences.The story shows that Pia is frustrated by the fact that she can't control her own working time.

How does music teacher work in class with traditions in the school's world?I sent out 53 questionnaires to music teacher that works with music in class, in order to find out what the school learn the students about our traditions. When I put together the questionnaires and the background material, I come among other thing until that three fourth dividing off the examined the music teachers do not appear to leave off some folded contained Lucia- and the Christmas tradition. Those music teachers who replied on the questionnaire seem not to notice the immigrant?s traditions.In this exam work has I also overall and put together background materials, as among other things points on the value of traditions.

Abstract The goal of the study was to conduct an in-depth investigation of how conflicts are resolved in schools, from a pupil- and a teacher perspective. Our intention was to view and compare pupils and teachers different opinions in the school environment. A major focus was put on different ways teacher handle conflicts and how they try to prevent them. The material was acquired by interviews with both teachers and pupils. The study is based on Jean Piagets and Lev Vygotskijs visions about the cognitive developmental stage for children. The result of the study shows the teachers need to be attentive and also that the pupils generally do not notice when the teacher works to prevent conflicts.

The purpose of this project is to examine students' pespectives on quality in teaching. The characteristics that are described to denote a 'good' and 'less good' teachers are linked to ideas about types of corresponding leadership styles in the classroom. The report is based on surveys of students in Upplands-Bro high school outside Stockholm. In order to get better insight and further knowledge of the subject, the student accounts have been related to current discussions in the literature about good leadership and teaching quality.Following the methodology of grounded theory a pilot study was constructed to design the research instruments. In the pilot study I collected students' perceptions on quality-related categories in teaching and leadership which then formed a bases for a survey which was distributed to a larger student sample. The survey includes questions that relate to the middle order, which is based on three criteria that make up the characteristics of a 'good'/ 'less good' teacher and the leadership style that suits students descriptions of good teacher characteristics.The results of the study show that a good teacher should have subject knowledge, be good at writing and illustrating the curriculum on the whiteboard and explain and clarify their instruction through good communication.