The aim of this essay is to get knowledge and to evaluate if the media student has equal or evenbetter knowledge of information technology (IT) than his/her Teacher. Today the student of IToften has knowledge of hard ware and soft ware sometimes even unknown to the Teacher. Themain reason for this might be that IT hitherto has played no prominent part at the institutes ofTeacher education. Continuing further education of IT for Teachers is also eligible as IT still is arather new subject on the time table.To adopt an empiric approach to the problem I have used trough interviewing and questions bothTeachers and students at two upper secondary schools in the province of Värmland. The schoolsare called ?A? and ?B? in my investigation.Does the Teacher have enough knowledge to give the student relevant knowledge concerninghard ware as well as soft ware to handle the computer and to utilize its possibilities? How can theTeacher act to comply with the students? claims and demands?IT-knowledge can be expressed in a complicated way but I have limited my investigation to therole of the Teacher and how he/she manages to teach and instruct concerning a selected numberof soft ware and how the students evaluate their own knowledge compared to that of the Teacher.My investigation shows that the Teachers consider their knowledge relevant for their task asinstructors and Teachers.

The purpose of this paper is to examine how four Teachers treats and teaches aboutxenophobia and right-wing extremism. A further aim of this study is to investigate whetherthere are any differences in how a Teacher at a vocational high school treat and teachabout xenophobia and right-wing extremism against the Teacher at a preparatory school, theydo. To achieve my purpose I have used qualitative interviews of semi-structuredform.These interviews were done with two social studies Teacher at a vocational high schooland two social studies Teacher at a preparatory school.My results show that Teachers all too often respond to xenophobic views directly into theclassroom by reasoning and discussions with students. In my resault is also evident thatthere is a big difference between the Teachers at the schools how much time you devoteto xenophobia and right-wing extremism in teaching.The conclusions show that these differences largely depend on which group of students thatTeachers have.The conclusions will also be that there are great similarities between the way Teachers reasonabout how to deal with xenophobia and the means to do, they also are relatively similar..

This essay is written about how the physical environment affects Teachers? own learning. The purpose is to see how the Teachers? work is affected by various factors, such as the uses and placement of the Teachers? offices, common room, or any other places where a meeting may occur. The survey was conducted using both interviews and observations of the Teacher?s office.

School and education are topics that are frequent in Swedish media. The intention of this essay has therefore been to investigate the image of Teachers and their profession in Swedish daily press. The overall aim has been to analyze how Teachers are portrayed in the debate that followed the TV-show Klass 9A, and by that find how the debate defines the concept of a good Teacher. The representation that was found was then compared to earlier studies. The series was shown on Swedish television between January and March 2011.26 articles were chosen and the ambition was to have various perspectives represented, such as different voices and also papers from different areas of the country.

AimThe aim of the study is to examine how future Teachers of Physical Education view the subject, the occupation and their attitudes about the future and create an understanding about this through these research questions:In what way do the Teacher students justify the subject Physical Education?How do Teacher students view the future of the subject and the occupation?According to the Teacher students, what and whom affect the subject? Is there a difference between the Teacher students?views and attitudes depending on if they are currently in their second or last year of their education?MethodThis study use qualitative methods in order to create a deeper understanding for the participants? views and attitudes. Eight Teacher students of Physical Education were interviewed. The interviews were between 27-57 minutes. They were recorded, transcribed and then analyzed from a socio-cultural perspective as well as Bernstein?s theory of classification.ResultThe participants justify the subject in words such as that it gives the students? knowledge about how to uphold a decent standard of living and an understanding for the correlation between physical activity, nutrition, health and wellbeing.

This study is about how the dialog can help students with special needs to feel participation and inclusion in the class and the teaching. My purpose with this study was to look for how the students with special needs interact with other students and Teachers through the dialogue. I also wanted to know if there is any positive and negative effects to teaching students with special need in the classroom compared with the teaching at the special Teacher.I have taking purpose of the sociocultural theory in my study because it says that children learn together when they communicate with each other. The theory central words are dialog and scaffolding in the zone of proximal development. I also describe central words like participation, inclusion and students with special needs in the special teaching.I have investigated in four interviews, two of them were with a Teacher and a special aids Teacher, and two of them were students with special needs.

The purpose of this essay was to find the reasons why some students do not dare to participate verbally in the classroom. I also wanted to know how Teachers are working to make it easier or students with communication apprehension. After that I put the Teacher?s answers in contrast to the theory. I used qualitative interviews as the method.

AbstractThe aim of this essay was to examine the process from the Teachers plan to what the stundents actually learned in the history subject. Too respond to the aim, I have performed interviews with one Teacher, four students and also observed one lesson. The interviews and observations have been analysed according to other writers works in this subject. The questions the essay starts out from is: What is the Teachers plan for the lesson? How did the Teacher and the students carry trough the lesson? Have the students achieved the Teachers aim for the lesson? Thanks to the Teachers plan for the lesson, how the Teacher carried trough the lesson, and the Teachers relation to the students, there was good conditions for learning.

School and education are topics that are frequent in Swedish media. The intention of this essay has therefore been to investigate the image of Teachers and their profession in Swedish daily press. The overall aim has been to analyze how Teachers are portrayed in the debate that followed the TV-show Klass 9A, and by that find how the debate defines the concept of a good Teacher. The representation that was found was then compared to earlier studies. The series was shown on Swedish television between January and March 2011.26 articles were chosen and the ambition was to have various perspectives represented, such as different voices and also papers from different areas of the country.

The aim of this thesis is to show gender equality in school for Teacher's choice of words with gender-sensitive language related to children's literature "Do you know Pippi Longstocking?". Work has focused on preschool and grade 1. The theme of the thesis is that the teaching profession should look human. The study provides a literature review of the Teacher's choice of words in the gender order as the words hen, man, gender, sex, etc., and a review of Pippi Longstocking by Astrid Lindgren on the basis of the related concepts.

-------------------------- 4AbstractThis study is a qualitative case study in order to delineate how visible learning processes in the classroom. The study draws its theory from researcher John Hattie's findings about effective teaching. Data collection is taken from a class in grade 2 in a medium-sized Swedish municipality. The result demonstrates how the communication takes place in the classroom based on the Teacher's strategies and planning in relation to pupils' interests and their own initiative. Is there a mutual feedback between Teachers and students while teaching? From five perspectives, and the definition of what visible learning is all about, the results shows many good examples of excellent teaching.

This is a field study based on participant observations and interviews, describing the cooking Teacher's complex everyday life. The school's restaurant is a unique arena, freely hovering between two worlds: The school world and the restaurant reality. Here, the students are confronted with real situations and problems, similar to the ones occurring in a restaurant, still having the school's safety net beneath them. It is for real, but still not, a bit like a flight simulator.It is on that arena the cooking Teacher works, combining the two roles of the Teacher and the chef. Two roles built on their own traditions and values.

This study presents some Teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some Teachers' views and thoughts on the concept of "an Education for everybody" and how these Teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three Teachers, one primary school Teacher, one special education Teacher and one preschool Teacher.The conclusions were that the concept of education could be understood in different ways.

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.

In the essay, the balance between being an educator and a mother of a child with autism is explored in respect to how the roles might influence the actions of a pre-school Teacher. Writing is used as a method of reflection, it gives the Teacher a chance to take a step back and view her practical experiences from a novel perspective; conclusions are recounted throughout the Teachers narrative. The essay is based on the following questions; which problems might arise in the meeting with parents such as Adams where there is a suspicion of autism for the child? Which advantages/disadvantages might the Teacher?s personal experience of autism have for the role as educator? How would the dual roles as educator and mother of an autistic child best be balanced in the future?The essay highlights special educational and parent perspectives on the matter of autism. Professor of pedagogy Claes Nilholm, specializes in special needs education.