AimThe compulsory school attendance in Sweden means that all children are obligated to go to school. This makes great demands on those who work in the school, especially the Teachers. Schools are complex units. In school, Teachers face all kinds of ethical dilemmas on a daily basis. The aim of the study is to enlighten how different Teachers would act differently, if they were facing the same dilemma in the PE-lessons and why this knowledge is important to our profession.MethodThe data was collected through interviews to make a qualitative research.

Within special education, there is a big dilemma where some mean that school should include all pupils in the same school class, regardless of the students' needs for assistance, while others believe that students with special needs to be placed in small adapted groups where students have similar needs is to exclude pupils. While others argue that the inclusion can sometimes lead to exclusion. The aim is to investigate what meaning Teachers and special education Teachers gives the concept of inclusion in school and what consequences it entails in teaching. This study is based on a number of qualitative interviews of Teachers and specialist Teachers to obtain answer of the following questions.Has the concept of inclusion and integration the same significance and meaning according to those asked Teachers, special educators and special educators?Which students should be included, according to those asked Teachers, special Teachers and special Teachers?What is required to work from an inclusive perspective, according to the asked Teachers, special Teachers and special Teachers?Perceive the asked teacher, special educators and special Teachers some disadvantages of inclusion?Which students receive special education instruction in the schools were asked?Do the asked teacher, special educators and special Teachers think that there is a school for all?The results of this study is that Teachers and special instructors have difficulty indistinguishing the concepts and that they puts the same emphasis on inclusion as the integration, the students must adapt to school and not vice versa.

The use of laptops, interactive whiteboards and the Internet is step-by-step working it?s way into Swedish schools. The aim of this study is to investigate the attitudes of Teachers towards using IT-related tools in their teaching. How are the tools given used as mediating tools, what new methods do the Teachers find themselves discovering while using these, how do the Teachers feel about digital teaching platforms and how do the IT-related tools affect students language progression? These are all questions that this study is meant to answer.

The aim of the study was to examine Swedish preschool and school Teachers views upon mother tongue education and cooperation with mother tongue Teachers, research covering both topics are very limited. Data collection method for the study were interviews with three Teachers from each type of school. The interviews were then transcribed, summarized, and finally analyzed based on the study's theoretical premises, a socio-cultural perspective, Kumashiros theory of non-oppressive teaching and constructivism. The results of the study showed that all Teachers considered mother tongue education as important, but time constraints and workload prevented Teachers from desirable development of mother tongue education. As for collaboration between Teachers and language Teachers, most Teachers felt that such a thing does not exist, while those who have experience in this type of collaboration believes that it occurs to a limited extent..

This report presents the use of questions by both Teachers and students in chemistry class. Both students and Teachers have been observed during 24 lessons, both theoretical and practical. In addition, interviews have been made with the Teachers and the students have answered a questionnaire. The result show that a high number of questions are asked, more than one per minute and that both Teachers and students ask the same amount of questions. This contradicts earlier findings were Teachers questions dominate.

In this study, six Teachers have been interviewed about their vision and teaching of reading comprehension, both for pupils who has cleared the reading code and those who have not. The aim is to illustrate if Teachers in middle school spend time to exercise reading comprehension, or if this is left to the Swedish Teachers. Thus only according to the subject Swedish, the students are entitled to be given the opportunity to develop reading strategies.The interviews are semi-structured based on qualitative research. The informants are three Teachers of Swedish and three Teachers of other subjects. Two different interview guides were used containing three questions.

In this study the overall aim is to find conditions for greater inclusion of pupils with SEN in X county by investigating Teachers' attitudes and views on inclusion. What are the variables that may affect Teachers' attitudes towards inclusion. The variables that will be studied include gender, workexperience, what age of students Teachers work with and Teachers' subjectknowledge. It is based on a system theory perspective with a pragmatic approach to explore how groups of activities involving or affecting each other. It is a quantitative study with a surveys selected as the method.

 AbstractThe aim of this essay is to look into how Teachers view pupils who use finger arithmeticduring mathematic classes. How do these Teachers help them to move on with their learning,what information and problem-solving material do they use?I made qualitative interviews with grade two- and grade three Teachers, in three schools.The interviews showed that the Teachers find it difficult to adopt a suitable attitude towardsfinger arithmetic. In addition, lack of time for planning and lack of knowledge about variousexperimental methods caused further predicaments. The Teachers were aware that arithmeticexperimental material was attainable at the schools, but time to learn about it and how to useit was lacking.

My thesis is based on a qualitative study in which I have selected six professional Teachers in a school in Greater Stockholm, and their views on the phenomenon of conflict management. My questions were the following.How Teachers perceive the phenomenon of conflict in the world of school?What strategies do Teachers use to resolve conflicts with students?In order to analyze my informants, I have chosen different books that deal with conflict man-agement, policy documents and books on the teaching profession meaning. Through my investigation I found that some Teachers used tools and strategies through expe-rience and reflections, and resolve conflicts together or individually. My informants described that there are some Teachers how choose to hide and pretend not to see the problem.

The aim is to find out how Teachers apply the knowledge they get from mathematics pilots in preschool and from mathematics developer in the municipality, as well as how they work further towards the children with mathematics.The study is based on qualitative interviews with two Teachers, one mathematic pilot and one mathematic developer. I used the semi-structured interview questions.The results show that Teachers believe that mathematics pilots will inspire the Teachers in their work with mathematics in preschool. One of the Teachers who were interviewed said:?Mathematics pilots should be those that have the strongest glasses and coming up with new ideas and they push the rest of the Teachers in their work with mathematics in relation to children in preschool?.The Teachers use the correct terms for mathematical concepts with the children. They also stressed how important it is to point out to the kids that it is mathematics that they are doing.The conclusion of the study is that the Teachers agree that it is their approach towards the children that is important and how they can lead the children?s interest of mathematics forward.

This paper is about how the teaching profession have got a changed status from the perspective of the Teachers. The papers cause is to find out how the Teachers think that their status have changed in a period of 30 years. Interviews have been done with eight middle school Teachers from two schools in the municipality of Södertälje. The answers from the interviews have been put in relation to theories in research of professions. Three hypotheses have been put up to apply the theories on the answers.

The aim of this study is to investigate Teachers? experiences of working with Writing to Read (WTR), and their perceptions of how pupils develop in reading and writing when they write on computers or similar devices. Another aim is to study Teachers? motives for using the WTR method. The material used for analysis is four interviews with Teachers who use WTR.

The purpose of this paper was to investigate how some Teachers interpret, teach and assess listening strategies. Our investigation was based on interviews and a questionnaire answered by some year 9 English Teachers. Furthermore, the aim was to study whether awareness and teaching of listening strategies are important for Teachers in their everyday practice. The results indicate that the Teachers interpret listening strategies as purposes for listening, such as listening for detail or the whole. The Teachers do not explicitly teach listening strategies, and they do not assess them.

AbstractThis degree project focuses on the questions how Teachers´ within the four socially oriented subjects? history, geography, religion and social science use the textbook, and their attitudes towards textbooks. The method used in this project was interviews with Teachers. Previous research shows that Teachers use the textbook to a great extent. Studies also show that Teachers? way of educating depends upon their individual educational attitudes.

The purpose of my study is to explore Teachers reasoning regarding the motivation of students in religious education. I investigate the Teachers' expectations of the students' behaviors which are being judged by the Teachers, in order to assess whether the students their classes are motivated or not.                      In order to present views of the Teachers? reasoning, the study uses qualitative method and is based on interviews, conducted with eight different high school Teachers.The results show that Teachers tend to expect the motivation of the students to contradict their own expectations before starting a course or they presume that the expectations are going to be confirmed in class. Furthermore Teachers seem to have preconceived ideas regarding how motivated or un-motivated students behave in class.