In July 2010 the curriculum Lpfö 98 was readjusted and was enhanced with new chapter, and the purpose of this essay is to study how preschool Teachers discuss and describe how their conduction to the new chapter 2.6 of the readjust Curriculum Lpfö 98. I want to understand how they experience their work with the documentation.My question formulations are:How do three pre-school Teachers reason around what they document in the pre-school?Which practical conditions do the pree-school Teachers claiming to have on the pre-school to perform the documentation?How do they describe that they use the documentation to advance the tutoring in the preschool?In order to find out more, I interviewed three pre-school Teachers, and analyzed the results I got based on prior research on documentation, and quality in preschool. My results show that the main focuses for documentations are how the children interact with each other, how they react and behave with new materials or activities. My informers emphasize that the main purpose of documentation are to be able to show the children their own process of learning.The practical conditions differ among my informers, which can lead to consequences when they want to make documentation and/or use the documentation for its purpose.  My results also indicates that the documentations are used to plan the pedagogical activities in regard to the children?s interests and according to the curriculum Lpfö98 rev.2010.

The purpose of my examination work was to show the need for support for students with another mother-tongue than Swedish, so that these students would be able to get through mathematics tuition better. To achieve this purpose, I chose to start from the perspective that presented itself at interviews with two class Teachers and two mother-tongue supervisors. I also chose to use the qualitative research interview as study method, as I tried to understand those informing me in a thorough and in-depth way. In my study I have had a sociocultural perspective as starting point where the conceptions teaching, language and communication, support and individualizing are central for the development of knowledge. The questions for my study during this process were as follows: What difficulties, according to the Teachers interviewed can occur for second language students in mathematics? What ways and methods of working do the Teachers chosen give priority to, so that   the second language students` results in mathematics will improve? The results from my interviews show that the difficulties with mathematics for second anguage students can be perceived as being dependent on a combination of reasons, where amongst other things language plays a central part.

Today, student influence is an important part of the school?s activities and is anchored both in Lgr 11 and the school law. Student influence has gained a larger and more important role thru out the years. Previous research points out that Teachers and management at school?s have had difficulties with interpretation and understanding the education plan (curriculum) and to know in which way and how much influence the student should have.

The aim of this thesis was to use qualitative approaches to show how Teachers in primary school reason on their way to meet and communicate with children who have ADHD (Attention-Deficit/Hyperactivity Disorder). Research questions of the study were as follows: How does Teachers in primary school reason about their way to communicate with children with ADHD? Do the Teachers use some specific methods or means of communication with students who have ADHD? Do the Teachers reason about their way how to handle conflicts with students who have ADHD? I collected my empirical material through a qualitative interview method. My theoretical starting points were interaction theory and the socio-cultural perspective. I have used these theories to analyze my material.

We wanted to study if and how students become motivated and stimulated towards a permanent interest for regular physical activity, from a pedagogical perspective. Our goal was to examine how physical education Teachers create motivation for the students and how you, as a physical education teacher, can motivate those students who are physically inactive due to obesity or other various kinds of problems. In the theoretical background, we have made a summary of sports and development of the physical education subject over the years. We also describe society´s perspective on public health. The motivation concept is definded and we explain different motivational theories.

The aim of this thesis was to find out how the Teachers I have interviewed, felt that they worked with and looked at conflict management. The aim was also to find similarities and differences in Teachers' ways of working with conflict. With the help of my questions, I got answers to what I wanted to explore in my essay. I used these questions: What strategies do the Teachers I interviewed for managing conflicts in preschool? What tools do the Teachers I interviewed see as most effective in the process of conflict management? Are there differences and similarities in the way that the Teachers I interviewed work with current conflict? What factors, according to the informants starts a conflict? What is the Teachers? definition of a conflict and how does their definition affect their approach when working with conflicts?In my study, I have used a qualitative approach in the form of structured interview, to get material for my thesis.

HÖGSKOLAN FÖR LÄRANDE OCHKOMMUNIKATION (HLK)Högskolan i JönköpingExamensarbete 10 poänginom Allmänna UtbildningsområdetLärarutbildningenHöstterminen 2004AbstractEmma Broberg, Karin Järnberg & Jennie HelgeChildrens creative activityA study about what preschool Teachers think about children?s creative activity as a pedagogictool.Number of pages: 36The purpose with our study is to examine what preschool Teachers, working in preschools andin kindergartens, think about creative activity. To answer this we have chosen a qualitativemethod and have done interviews with twelve preschool Teachers, six in preschool and six inkindergarten.We base our study on the following question:How do preschool Teachers in preschool and kindergarten describe their work with children?screative activity?The result of the study didn?t show any difference between kindergarten and preschool. Theyboth consider that creative activity is important for children?s learning and development.

Abstract (in English)The purpose of this work is to find out what the driving instructor who currently works as a transport Teachers feel about today´s driving education to transport high school to how it works at driving school. I describe in the study on how to become a transport Teachers and on their everyday work. Even what others have written on this topic on driver training. I also interviewed four driving instructor who currently works as a transport teacher, about what they had for opinions on this issue. The method I have used myself of where unstructured questions to get so descriptive answers to questions as possible.

The purpose of this study was to investigate into the praxis based sociocultural tools that are utilized to enhance language development in early childhood education. Four pre-school Teachers were involved in this study. Two were recruited from an independent pre-school "Maria Montessori", practicing the pedagogical philosophy developed by Maria Montessori. Two were from a public pre-school herein named "Kvasten", which has no official philosophy but where the Teachers (like in many Swedish pre-schools) work in a general alignment with the principles of Reggio Emilia pedagogics. The theoretical fundament of the study lies in the general theories of language development and education of Jean Piaget and Lev Vygotskij, and the comparative element mainly concerns the variations in pedagogical praxis between the two pre-schools, and the way the Teachers reason about language development.

The purpose of this qualitative research study is to examine if and how the Teachers from a multicultural International School work with intercultural pedagogy. The school in question isprofiled and consists of both Swedish- and English classes. The study examines if and how the Teachers related to the great variety of cultures and created opportunities for integration between the students and handling with values at school. It is important to be aware as a teacher to be able to take an active part in working towards a school that gives possibilities for different cultures to meet. If this is neglected, it may increase the risk of problems and cultural clashes between the students.

The purpose of this paper has been to shed light on the ways the history represented at the City Museum of Stockholm can be used in education at the Gymnasia level. I have made use of the following set of questions to attain this purpose: 1) How is the City Museum's activity vis-á-vis the gymnasia organized and what is the purpose of this activity? 2) What positive results do the interviewees see in the collaboration between the schools and the Museum? 3) Why did the Teachers represented in this paper choose to make use of the Museum in their education? The bulk of the study is based upon three interviews with the First Curator at the City Museum of Stockholm and two Teachers, from Viola Gymnasiet and Skogsgårds Gymnasiet respectively. My method is qualitative and interpretative with hermeneutic features.In my interpretation of the source material I have made use of historian Klas-Göran Karlsson's classifications regarding the needs for various forms of history, use of history, users and functions of results. In this way I have been able to establish how the Museum and the Teachers represented in the study make use of the history that is represented at the Museum.

This work is about how Teachers describe their work with mathematics in a traditional nursery school and a Montessori preschool. Another aim is to study how children mathematise on the two different preschools and to see if there are any differences between the various educational theories and practices mathematising. I have used two methods wich is interviews with preschool Teachers, and observation of the children. The results of my study was that differences exist but the biggest difference is the material that Montessori uses. The difference between the Teachers' way of teaching mathematics is to Montessori preschool places great emphasis on the material and how it is used, while in the traditional preschool puts the emphasis on learning through interaction with others.

This study is about the use of textbooks in teaching English as a second language and about Teachers? attitudes and opinions of using textbooks during lessons. The aim of the study is to receive a deeper understanding of the use of textbooks in English teaching and to learn about why Teachers choose whether to use the textbook approach or not. The study contains an analysis of the textbooks the Teachers in our study used. The analysis shows the actual content and the types of texts together with the design and the structure of the textbooks.

The society?s view of pupils with needs of special support in nine-year school has changed over time in Sweden. The Teachers? views of the pupils have had an influence of how the special education process is designed. The aim with my paper is to make a comparative study of how special education Teachers in rural schools and schools in Stockholm have designed their work with pupils with needs of special support.

This study examines how upper secondary school Teachers in Västerbotten and Österbotten plan to teach about the Finnish War 1808-09. The study includes written interviews with nine Teachers in Västerbotten and eight Teachers in Österbotten, who have answered questions concerning school policy documents, content and didactic methods. The purpose has been to examine whether there is a difference in historical culture in how the war is treated in the two regions. Historical culture is here meant within the prospective history lesson, where the pupils encounter history within certain boundaries.The result of the interview study shows that there are differences in structure concerning the school policy documents, but that these differences on the whole are compensated by the widespread interest in the Finnish War by the Teachers in both regions. The differences in historical culture can be found within the construction of the content when it comes to the aftermaths of the war as well as the purpose of the teaching.