The aim of this essay was to examine the way preschool Teachers and children converse during school meals, and also the way preschool Teachers start and develop conversations during meals. The conversations were analyzed from the topic of conversation and the Teachers' ways of using language acts such as questions, remarks, exhortations. The study was based on observations, tape recording and contact schedule. The result shows that the topic of conversation is significant for how involved Teachers are in conversations during meals. The result also shows how conversations develop or end depending on what language acts Teachers use.

Our intention with this study is to investigate Teachers work in a multicultural classroom. For the purpose of this study, a web survey was constructed. The investigation was carried out among Teachers on three different multicultural secondary schools in Sweden. 53 Teachers informed us about their own experiences and thoughts concerning their work in a multicultural classroom. Conceptions as multiculturalism, methods in teaching, the climate in classrooms, teacher cultures and interculturalism has been used in the study.

Through qualitative interviews with six Teachers at a school an understanding of Teachers´ conceptions of, and conditions for their work on pupil democracy and student participation are sought.Formulation of questions were as follow:What does pupil democracy and pupil influence mean for selected Teachers?How do selected Teachers´ work with pupil democracy and pupil influence?What opportunities and complicatedness?s do selected Teachers see with this work?Through this the selected Teachers views on children and their thoughts on their role as a leader also are investigated.According to the curriculum the Swedish school should aim to transmit primary democratic values and pursue the education through democratic work models. Further the pupil should acquire influence of their education. The theory exposes several approaches on democracy and influence. These approaches are further on applied on the school.The result of the study evinces that selected Teachers´ practice both pupil democracy and pupil influence.

The aim of this research is to develop a better understanding of how preschool-Teachers respond to children in preschool, when they show that they want to have some influence. I have concentrated this study on how the preschool-Teachers respond to the children in the gatherings and when the children are playing freely indoors, where the questions at issue are:How do the preschool-Teachers respond to the children?s initiative for participation in the gathering and while playing freely?There have been four preschool-Teachers and 14 children who have taken part in this study. The children who took part are in the ages of three to five. The study was done at a section in a preschool in middle Sweden.The method used in this study is unstructured observations.

The main purpose of this study is to take a closer look at how Teachers work with writing and to examine some theories on the teaching of writing. Five Teachers in two schools are included in order to get an insight in Teachers? practical work with EFL writing. This has been done through classroom observations and interviews. The results show that all Teachers seem to use aspects from several theories.

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.

How Teachers teach children with attention difficulties. This is a qualitative interview based on the experiences of four Teachers. I want this study to examine Teachers' experience and views about ADHD diagnosis. I would also like to find out what Teachers do and think about the practice which surrounds students with ADHD. How to formulate and think of four active Teachers about ADHD? What are the implications of the diagnosis perceive the four Teachers interviewed that the diagnosis must for students? Among the measures that consider the four Teachers interviewed are most effective for students with ADHD because they provide an equal education? Those questions are addressed to specifically learn about how they proceed in their activities.

The aim is to examine Teachers own experiences of leadership, leadership styles and what good leadership is and to find out how teacher leadership can influence students according to Teachers. My questions are: How do Teachers evaluate leadership and their own leadership styles?What is good leadership according to Teachers?How can the Teachers leadership styles affect students in the classroom according to Teachers?The method used is a qualitative method based on interviews with five Teachers. The reason why I have chosen a qualitative research method is that I believe that this method can give me better results by understanding the world from the interviewees? point of view.I have come to the conclusion that the interviewed Teachers believe that leadership and management style play a large role in the teacher's profession and that the teacher's leadership style in the classroom democratic or authoritarian have a major impact on students. The teacher should consider his management and find some sort of balance by exercising both democratic and authoritarian leadership style and adapt it to the situation. And In terms of results regarding good leadership of the interviewed Teachers, I can say that good leadership is largely about good relationships between Teachers and students and that a teacher can become accepted as leader by winning students confidence..

The aim of this thesis is to investigate, and thereby highlight, the new role of special needs Teachers in conducting educational development in the fields of linguistics and literacy. The thesis defines how educational development, as described by special needs Teachers, can be conducted and what conditions they perceive for such development. Factors which, according to special needs Teachers, promote or hinder the development are discussed.The study uses a qualitative method involving knowledge-creating dialogues, analyzed hermeneutically, with two special needs Teachers. Results are then discussed in light of relevant research and sociocultural theory. The study indicates that special needs Teachers? main tool, to support Teachers, is diverse use of dialogue.

AimThe main aim of this study was to find out how Teachers reflect on their work with developing pupils? interest towards mathematics in grade nine. As a teacher in mathematics, it is important to be aware of different views on interest towards mathematics and how it is possible to work in that direction. Since developing interest towards mathematics is written the in syllabus as criteria for teaching mathematics in grade nine, it is important to know and take an active role in finding ways to approach the issue.Main issues? How do Teachers in grade nine reflect over their work with development of interest towards mathematics?? How are Teachers? Beliefs Systems reflected in their work with interest?MethodThe main focus of this study was Teachers? perspective on their own work on developing interest towards mathematics.

The purpose of this study is to explore how Teachers in Sweden and Croatia work with children that have problems like ADHD and dyslexia in school. I have chosen to compare pedagogical methods between Swedish and Croatian Teachers which are used in work with children with difficulties when it comes to the education and Teachers approach to these children. I have done a qualified study and have interviewed Teachers in both Sweden and Croatia and one specialist in pedagogy in Croatia. I compared with these interviews information from earlier studies and literature. Results show that Teachers in Sweden are of the opinion that every student who has these difficulties is different and therefore the use a variation of pedagogical strategies is crucial.

The aim with this study was to investigate how a few Teachers in Swedish, at upper secondary school, are using computers in their teaching, and what approach they have towards using computers in teaching. A qualitative study has been made to accive a result, on this matter, were five currently teaching Teachers in Swedish, at different upper secondary schools, have been intervjued. The Teachers answered questions concerning how and in what speciefic fields of study they use computers, the computer program and -tools they are using and what benefits and disadvantiges they see with computers in teaching. They also answered questions concerning the availability of computers at the schools which they are working. The study showed that the way Teachers are using computers in their teaching, and the amount they are using them varied between the Teachers; but all are using computers mainly with the purpose to write texts and to search for information. All Teachers also had in common that they are using computers not as frequently and in a different way when grammar is concerned. It appered that the Teachers were mainly positive to use computers in their teaching, even if some Teachers acknowleadged more disadvantiges than the others.

This research is about different perspectives, offered by three mother tongue Teachers, one principal and also featuring a representative from Skolverket, on the subject: teacher legitimation for mother tongue Teachers, mother tongue Teachers opportunity for competence education and the future of mother tongue education in Sweden.The theoretical framework is mother tongue language, globalization, the post-colonial theory, power and social inequality. A qualitative approach was used including five interviews taken place in Stockholm, the results does not however represent the whole country nor the community of Stockholm itself.The result shows that mother tongue Teachers thinks the teacher legitimation does not mean anything regarding their already low-status. Even principal and representative from Skolverket express their concern towards the 'non-demand' for mother tongue Teachers to get their legitimation and they feel there is a lack of ambition from decisonmakers to include the mother tongue Teachers.As per today there is no higher education for mother tongue Teachers leading towards an exam. Mother tongue Teachers are worried about their future although principal and representant takes a bright outlook. .

The intension of this study is to investigate the interaction between Teachers and social workers in two diffrent countys. The study is focused on how Teachers act upon suspicions when there are children at risk and what kind of support the teacher gets from social workers. Another importent question is if the Teachers know what kind of rules regarding to confidentiality and if it would be better for the pupils if there were no confidentiality.To get answers to my questions, i have interviewed Teachers and social workers in both countys.In this study I assume that the power has three dimensions and that there are four levels of interaction.Due to the law about confidentiality the social worker has the power over the Teachers. Because the law about confidentiality it is difficult for Teachers and social workers to interact.If the teacher want help from social services, she or he must call the social worker because the social worker will not call the teacher. If the social worker want to help the teacher and give her advice, the social worker can do that without breaking confidentiality.

The aim of this thesis is to examine how secondary Teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary Teachers? What priorities do the secondary Teachers have? How do they deal with student interests? And what is the importance of the secondary Teachers? work experience? I have interviewed four secondary Teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the Teachers.