The purpose of my study is to examine how four Teachers in a pre school believe they relates to and reasons about bilingualism. To be able to realize thisstudy, i proposed three issue following:How do the Teachers in kindergarten relate to bilingualism?How do Teachers in preschool reason around the work of bilingual children?What do Teachers think about the educational environment in relation to language development?.

Title: Music Teachers' practising of music - thoughts and values from a few music Teachers. This study is about music Teachers' valuation of practising music. The study is focused on the music that these Teachers are devoted to but is not a part of their teaching in music. The papershows how the relation between music Teachers and their ability to be devoted to practising music of their own choice, affects them as individuals. The study is carried out at a Swedish upper secondary school which has an educational programme that is focused on music.

The purpose of my study is to examine how four Teachers in a pre school believe they relates to and reasons about bilingualism. To be able to realize thisstudy, i proposed three issue following:How do the Teachers in kindergarten relate to bilingualism?How do Teachers in preschool reason around the work of bilingual children?What do Teachers think about the educational environment in relation to language development?.

This study examines the similarities and differences between four guitar Teachers in Sweden and the U.S. The aim of the study is to examine how Teachers motivate their pedagogical standpoints and to analyze how they experience the frame factors that limit their teaching. Data were collected through interviews with two Swedish Teachers and two American Teachers. The result shows that the Teachers, despite their seemingly different contexts, actually have a lot of common strategies and approaches. Most significant is the tendency to let the students decide some of the content of the lessons.

Purpose: my aim was to explore ways that Teachers can support students with dyslexia and what/ which tools some Teachers / special education Teachers use to facilitate students.Method: I used a quantitative method by interviewing some regular Teachers and special education TeachersResults: In my study, I learned how some Teachers can support students by reading loud to them; a main task for the Teachers could be to create the love of reading for the students. That task was reinforced by students' self-image..

The aim is to examine how Teachers view their leadership, how leadership is used and developed, and what kind of perceptions Teachers have of leadership and how it is important to their students.My questions are: In what ways can the Teachers develop their leadership?In what ways can the Teachers make use of leadership in the classroom?What do the Teachers in the study consider to be a good leadership?What do the Teachers inte the study think of their leadership and its´ importance to students? The study uses a qualitative research method and consists of interviews with four Teachers working in a school south of Stockholm. The results of the study shows that Teachers´ leadership in the classroom has a significance for students´ learning and development. The Teachers´style of leadership should not be static and should be adapted to students´development level. The results also shows that Teachers´ leadership in the classroom is about various tasks.

This study aims to highlight and analyze eight secondary Teachers' views and thoughts on mathematics. Hopefully this study will provide a deeper understanding of how Teachers think and reason about their subject and how this affects their teaching. The study was conducted using a qualitative interview method, based on interviews with eight middle school Teachers who teach in school mathematics for grades 6 - 9. The interviews were recorded and then transcribed and analyzed. After the interview analysis one can conclude that the Teachers? thoughts concern three main themes: the importance of mathematics, children?s lack of basic knowledge and the Teachers? lack of time.In discussion and analysis the Teachers conceptions of the own subject is being analyzed, and that is the foundation of this study.

In this paper I have examined how aware Teachers are of their influence on pupils development. The method I´ve used are interviews with three Teachers and one pupil each aboutMusicality - how do the Teachers and pupils look at the concept musicality generally and personally?Influence I- do the Teachers believe that their thinking about musicality influence the pupils self-confidence and development?Influence II- do the Teachers think that other pedagogues have influenced them in their teaching and thinking?My main results show that both the Teachers and the pupils have similar apprehensions as their Teachers, which points towards that influence can exist. The basis is however too limited to make any extensive generalizations.The conclusion of the paper is that we have to be aware of how we influence our pupils. They carry this ?knowledge?, whether it is positive or negative, all their life..

Today it is more and more common for schools to provide Teachers as well as students with laptops. Projects like this are worldwide called "One-to-one", one laptop per child. This paper conveys thoughts and ideas from a number of Teachers in a medium-sized Swedish municipality in which all high school students and Teachers, since a couple of years, have their own laptops. The aim of this paper is to clarify how the Teachers? situation has been affected by the implementations of the laptops.

The aim of the study is to elucidate how Teachers in middle school work with reading literature aloud and their attitudes to their working methods. The research questions concern how the Teachers work before, during and after the reading aloud, and also the advantages the Teachers find in their method and the obstacles they discover in the work of reading aloud. A qualitative method was used for the study, applying semi-structured interviews. The selection consists of two Teachers who have worked in the profession for 23?24 years (Teachers Andersson and Bergström) and two who have worked as Teachers for 3?4 years (Teachers Cederqvist and Davidsson).

The aim with this thesis is to investigate Teachers view on gender equality and what this may be due to. Teachers are supposed to follow the curriculum where it is written that gender equality should be encouraged. After interviewing Teachers it has come to light that depending of the teacher?s personal interest and the school?s management of the question, there is a difference between how Teachers are working with gender equality. That is why we want to know why gender equality should be encouraged and how Teachers should reach the aim from the curriculum about gender equality.

This essay examines how high school Teachers in physical education and health thinks about assessment and grading. The essay show how Teachers assess pupils during lessons and how Teachers grade their students. The survey was based on interviews, in which six different Teachers answered questions on the topic of assessment and grading. The issues surrounding assessment was linked to the theoretical concepts of formative and summative assessment, to see if the assessment methods Teachers use. The issues surrounding grading was related to the theoretical concepts of validity and reliability in order to see how similar the grading is.The essay provides a picture of how the assessment and rate again looks different Teachers.

The purpose of this study is to investigate what Teachers in preschool thinks of play and how they use play to create learning. In my study I have proceeded from three questions which are: How do the Teachers describe how the children learn through play? How do the Teachers describe their participation in the children´s play? How do the Teachers describe what they do to involve learning in play? To examine my purpose and the questions at issue, qualitative interviews were done with three different Teachers. The interviews were transcribed and analyzed and the result showed that Teachers´opinion and experiences of learning through play. The result shows that Teachers belive that playing is very important and that it should be fun and joyful.

This study aims to highlight and analyze eight secondary Teachers' views and thoughts on mathematics. Hopefully this study will provide a deeper understanding of how Teachers think and reason about their subject and how this affects their teaching. The study was conducted using a qualitative interview method, based on interviews with eight middle school Teachers who teach in school mathematics for grades 6 - 9. The interviews were recorded and then transcribed and analyzed. After the interview analysis one can conclude that the Teachers? thoughts concern three main themes: the importance of mathematics, children?s lack of basic knowledge and the Teachers? lack of time.In discussion and analysis the Teachers conceptions of the own subject is being analyzed, and that is the foundation of this study.

This report describes a study of how the Teachers in Sweden are working with the dialog in their classrooms. The aim was to find out how the Teachers are using the dialog in their teaching. And if they think that the dialog has a meaning for the pupils learning, and how they think the pupils learn. Even the difficulties whit the use of dialog in the classrooms and which in the classroom should speak the most was examined. The methods that I used in this qualitative report were interviews and observations of four Teachers in the primary school.The research questions in this report were:Which meaning do the Teachers think that dialog affects the pupils learning?How does the Teachers work whit dialog in their classrooms?Who is leading the dialog in the classroom?Which are the difficulties when working with dialog in the classrooms?I found out that the Teachers view on knowledge belonged together with how they worked with the dialog.