This essay aims to examine how three active history teachers in the upper secondary school interprets the new course plan for history in gy11. The essay shows how they discuss and express opinions regarding three main keywords - historical awerness, use of history and source criticism, and finally, how they think they need to change the way they teach..

My essay is a description about the religion Wicca; laws, ethics, history, rites, inauguration and how they relate to the gods and the different seasons.It?s also about the wiccan history and how wicca have created their own history by taking old mythic stories and making them their legacy..

The purpose of this thesis is to examine how the Viking age is described in textbooks and teaching aids in the countries Sweden and Great Britain. The examination is done through a text analysis, specifically called textbook or teaching aid analysis, where the content of the teaching aid is examined.                      A literature survey with thoughts and statements regarding the Viking age of writers and experts, from both countries, are included.                       This examine is also to answer the question whether the teaching aids are typical or infrequent in relation to each other inside the explicit country, but also between the countries.   The result shows that the teaching aids in the main are typical in relation to each other. Some differences do exist and shows themselves in the choices of dispositions and layout, also in a few numbers of cases in the content. .

This study investigates the teaching strategies of four teachers, and determines which teaching strategies give better results in mathematics at the middle school level? Result here means the knowledge level of the students. The result has been measured through leave out a mathematical test, which I leave out designed. Teaching strategies have been assessed through interviews with teachers and observations of their lessons.My study shows that to go through the lessons thoroughly in the traditional way, and open discussions with the whole class are best for students achievements.The information available, however, is too limited to draw some general conclusions, but my study can be seen more like a counter-example to the general praxis that is short lectures and individual assessment with one to one communication when teaching mathematics..

English is an international and global language that students, regardless of mother tongue, encounter in their everyday lives. In Sweden, students are introduced to English teaching in year 1, 2 or 3, and in some cases, year 4. English teaching can sometimes be problematic when the language of instruction often consists of Swedish, which for second language students becomes a challenge to acquire new skills in a week language.The study aims to examine, with a qualitative study, how pedagogues plan and implements English teaching in first grade with students whose mother tongue are other than Swedish. Further, the aim was to examine how pedagogues say they relate to the fact that second language pupils participating in English lessons and if they think it affects their English teaching.The conclusions is that the pedagogues has probably not been problematized the phenomenon examined and say they do not adapt their teaching. In the interviews reveals information about the teaching method which, in my opinion, indicates that, unconsciously, adapting their teaching when they have second language students.

This study is made in order to see how music teachers pedagogic design their teaching from a semiotic design theoretical perspective. A survey was done in a study to see how the music college students experienced their music theory teaching. This was followed by an observation of two different music theory teachers teaching music theory and with subsequent interviews. One teacher taught music theory at a swedish non-compulsory School of Arts, Kulturskola, and the other music teacher taught at an independent adult education college. The study's questionnaire, observation and interview revealed patterns of teaching, probably largely due to the teaching tradition.

This essay discusses the use of history, and primarily how the current Swedish society perceives and uses the Viking age. The analysis is based on a literature study as well as a case study of the planned theme park in Fullerö north of Uppsala, Sweden. The aim of the essay is to understand the regional debate which arose in media regarding the planning of Fullerö Park and how it reflects the contemporary use of history. Research about the use of history has become increasingly common in recent years and deals with how history is actively being used in society in order to meet its existing needs. These needs varies among different groups and individuals and results in a multitude of usages, where the interests of the different actors may be contradictory.

The authors were curious and asked themselves if teachers are aware of the base of their teaching in various teaching situations. Are teachers at all capable of expressing that in words? One of the reasons that the authors chose the particular issue was because they think teachers have the task to satisfy the needs of all students and therefore they found it interesting to study how various teachers act. The purpose of the study is to observe teachers didactical awareness, and how it can be added to their intentions and actions, as in how they speak about their teaching and how they act in various teaching situations. Methods used in the study were observations and qualitative interviews.

The aftermath of colonization, culture diversity and the recognition of the ownidentity - living in a country which has the role of a former colonizer has got consequences in the multicultural French society. These consequences can be seen studying the politics, the education and the history of that country. In this bachelorthesis I discuss the aftermath of French colonization with a focus on how the French cultural identity can be explained in defining colonialism in French lawmaking. The aim is to understand the definition of the own cultural identity from a postcolonial perspective and what meaning the multicultural society has for this definition. This is an issue which can be seen in politics as well as ineveryday life, and to make an understanding of it, I study how French politicians are representing their country's role as a former colonizer in a postcolonial era.

The purpose of this study is to investigate the tendencies among pupils concerning their attitudes towards History and some of the stated goals in the present and in the proposed course plan of History, since there is, probably, a change coming in 2011. The study is built on questionnaires answered by one hundred pupils at a Swedish upper-secondary-school. The results point to the fact that most of these pupils like history, but still they do not wish to make it an obligatory subject, which is a government proposal at the moment. Furthermore, the answers about sources, democracy, the use of History and the consciousness about History, have a clear tendency; there have been too little education about these areas during the pupils former nine years in school, still the pupils think that these are important areas to work with. Moreover, this study shows a disheartening picture when it comes to pupils knowledge of their cultural heritage. Only half of the pupils know which century Gustav Vasa lived in and just a third know what year universal suffrage was introduced in Sweden, two facts that ought to be set in most Swedes? mind..

Thavenius (2009:23-122) and Dahl (1999:49-82) explains that literary education in school has gone from, in the 1800s, barely existed on receiving the fairly central location it has today. Fredriksson (2010:2-3) points out that there are several threats to the ancient writers and writings in danger of being forgotten. The purpose with this essay was to examine how to work with literary history in school, and whether and how to work with regional literature history. To fulfill the purpose of this paper three high school teacher in Swedish were interviewed.The survey shows that respondents working in various ways with the history of literature, either in the eras, themes or projects. The perception of what literature and the authors to be affected varies between respondents, particularly the perception of the work about authors from Värmland.

Thavenius (2009:23-122) and Dahl (1999:49-82) explains that literary education in school has gone from, in the 1800s, barely existed on receiving the fairly central location it has today. Fredriksson (2010:2-3) points out that there are several threats to the ancient writers and writings in danger of being forgotten. The purpose with this essay was to examine how to work with literary history in school, and whether and how to work with regional literature history. To fulfill the purpose of this paper three high school teacher in Swedish were interviewed.The survey shows that respondents working in various ways with the history of literature, either in the eras, themes or projects. The perception of what literature and the authors to be affected varies between respondents, particularly the perception of the work about authors from Värmland.

Little research has been done within the field of the use of textbooks and teaching aids in Spanish asa foreign language (SFL) teaching in Sweden. This study attempts to find answers to how teachersand teacher students use, view and choose SFL teaching aids. To accomplish this, qualitativeinterviews were carried out with Spanish teachers and Spanish teacher students in a city in northernSweden. A survey was also sent to all current SFL teachers in the central coastal region of Norrland.The study indicates that SFL textbooks are of great importance to the participating teachers andteacher students. Furthermore, a wish to enhance the level of interest of Spanish and Spanish/LatinAmerican culture, provide a varied teaching experience and improve their students? self-esteem arefactors influencing teachers in their use and choices of teaching aids..

In 2011, the Swedish National Agency of Education introduced a new national curriculum including the compulsory school and upper secondary school. The new curriculum has been widely discussed by media and in the schools. This essay aims towards investigating how four History teachers in two upper secondary schools have experienced the introduction to the new curriculum, and whether they believe that the new curriculum has affected their teaching practice. The investigation conducted in this essay is based on four semi-structured interviews with four History teachers who work at two upper secondary schools situated in different towns of Sweden. The results of the investigation indicate that the interviewed teachers have experienced the transitional period between different curricula to have worked well even if it has been time demanding and also has increased their work effort.

Thavenius (2009:23-122) and Dahl (1999:49-82) explains that literary education in school has gone from, in the 1800s, barely existed on receiving the fairly central location it has today. Fredriksson (2010:2-3) points out that there are several threats to the ancient writers and writings in danger of being forgotten. The purpose with this essay was to examine how to work with literary history in school, and whether and how to work with regional literature history. To fulfill the purpose of this paper three high school teacher in Swedish were interviewed.The survey shows that respondents working in various ways with the history of literature, either in the eras, themes or projects. The perception of what literature and the authors to be affected varies between respondents, particularly the perception of the work about authors from Värmland.