This is a qualitative and hermeneutic study where I describe, analyze and interpret four Swedish teachers' perceptions of the importance of writing as a way of acquiring knowledge. The purpose is to highlight attitudes to writing and their impact on the teaching practice. The theoretical background discusses the autonomic aspects of scripture and pedagogical positions concerning writing instruction. Results show that the teachers teaching positions can be traced back to their approach to writing. However, in this study, it is difficult to tell exactly what these consequences are because the approaches of the teachers? are similar.

The goal with this thesis was to look at various aspects of how teachers and students perceived the use of various texts in the collective teaching context in which they are participants. The purpose with that was to provide insight into aspects of the didactic processes that the texts and the usage of them are part of and demonstrate aspects of both the conditions and the opportunities for teaching conducted within the surveyed education. The essay analysis is based on interviews with four teachers and twelve students in a total of four teaching contexts (within subjects: Swedish and SO/Religion) about texts they worked with during a selected period of work.The essay is based on a theory of Kathleen MacCormick and Torlaug Hoel Lökkengaard where reading and writing are described as both an individual cognitive process and a common cultural process, impossible to completely separate from each other. The students description of their use of the texts show how they are influenced by teachers culture of teaching, in turn, influenced by the curriculum. In relation to Wiksten Folkeryd, af Geijerstam and Edling research on students movability in texts in the Swedish school, the survey shows some of the aspects that enable students to develop a higher level of movability in texts within the subject Swedish.

New national curriculums are issued in order to change the present state of the educational system in a nation. In 2011 the old curriculum, the Läroplanen för de frivilliga skolformerna (LPF94) was replaced by the Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011 (GY11). As future teachers we are interested in how a new curriculum affects the work of teachers concerning planning, teaching and examination from the teacher?s point of view.We conducted interviews with five teachers working at upper secondary schools (16-19 year olds) in Kalmar county. Our theoretical framework is based on curriculum theory and concepts of Leonard Bernstein: framing and classification.

We are living in a multicultural society where people from other countries and other cultures are coming to Sweden, including children. Regardless of reasons why these students have come to Sweden, it is common that they are newly arrived and have to learn a second language, in this case Swedish. This will be a challenge, opportunities and difficulties for the student, students? families and for the school and their staff.The purpose of this essay has been to illumine the Teaching methods, models and what materials are used by teachers today to contribute to the best possible second language learning for newly arrived students. In this essay the focus has been on one theory and several model-based approaches.

The school is a place of work where teachers, with different tools, are supposed to teach their students for the future. In the study the teachers? opinions will be lifted when it comes to use of computers as a tool to teach the students how to read and write. The interpretation is that the use of computers is reflecting the development of society and the intention is to find out if computers will be used in a didactic purpose in teaching. We focused on getting knowledge about which different opinions there are among teachers in grade 1-3 when it comes to the use of computers as a tool in teaching how to read and write.

The purpose of my study was to explore how preschool educators in Kenya look at children's influence on teaching. Researchers have argued that the formal educational system in Kenya today is a remnant of its days as a colony when people were expected to blindly follow rules without questioning them. I have used qualitative interviews as a method in order get the most concrete understanding of educators? views on the influence from children. The educators I interviewed were based at a school I visited in Kenya.

Due to fast growing and rapid changes in markets today, most of the organizationsthat are trying keep up with these changes have a high demand for software that areof high quality and comes with a low price. To meet these goals software companieshave to implement new methods to develop software that are suited for rapidchanges. The concept of agile methods can fulfill this need. Our purpose with thisthesis was to investigate how well agile methods could be applied in organizationsthat could be identified as adhocracies. A case study was conducted in anorganization which we could identify as an adhocracy.

The purpose of this degree thesis is to investigate what the English teachers in an upper sec-ondary school, think about teaching students in ability grouped classrooms. The questions that I have set out to investigate include what the teachers think about ability grouping in English, the school?s current organisation of ability groups, the pros and cons of ability grouping in English, differentiation in teaching and if students get more individualized teaching with abil-ity groups, how the teachers cooperate and what would be the optimal teaching situation in an English learning classroom.I did a lot of theoretical research on the subject and studied old essays on similar subjects. I also did some classroom observations to use as background information for my interviews. I interviewed five teachers of different sex, age, and teaching experience.

The purpose of this dissertation has been to get a deeper understanding of how, when and why the English teachers of year 6-9 at a particular multilingual school use Swedish when they teach English in a multilingual classroom. Data were collected through notes taken during observations of two teachers during one lesson each. After observing the teachers I conducted one interview with them each. Swedish was used mostly when grammar was explained and when work was done with vocabulary. If Swedish dominated during a lesson or not, depended on what was being done during the lesson. The main reason given why the teachers used Swedish in teaching English was that they were not trained to teach English in a multilingual classroom where Swedish is not the first language of all the pupils. The teachers felt it was difficult to speak English during a whole lesson when they were teaching a group of pupils who had a low level of English..

The purpose of this essay is to show the opportunities and difficulties of teaching within distance education. I will show this from two different parts of the world. One being Sweden and the other Australia, both countries run a distance education program with similar reasons students whom travelling, some living hundreds of miles from any schools and some students with health and or social disadvantages. This study is based on the actual teacher?s accounts and experiences the opportunities and difficulties in teaching in distance.

This essay investigates the integration of the school library into teaching in one of Sweden?s senior high schools and the effects of the new education act which gives school libraries a stronger standing. A second purpose is to investigate teachers? views on professional responsibility with regard to the development of information literacy. Through an email survey different aspects of library integration are investigated.

The purpose of this essay is to discuss and compare different ways of learning new words and expanding your vocabulary in a foreign language. This is done by an examination of relevant literature and available research, as well as by an empirical study with two upper secondary school classes, in which two different methods are put to the test: one traditional method of the kind that is found to be most common in second language acquisition, and one designed to take existing research into account. The results show that, although effective in the initial stages of acquisition, the traditional method, where words are learned in isolation and via translation to L1, results in a very limited form of knowledge. A big part of the words acquired via this method is also forgotten soon afterwards. The other method, where words were learned and tested in its proper context, was found to result in a broader form of vocabulary knowledge, covering more aspects, and that remained over time.

This article is about Abrahams Children foundation and its teaching method called IE- method. It?s about how a teacher can use the IE- method in the religion lesson. There were some questions in this article that had to be answered and the questions are:- How is the form of the religion classes when a teacher uses the IE- method?- What happens in the class when you study the interaction and the communication?- Does the student?s participation increase when they work with the IE- method?- What are the advantage and the disadvantage with the IE- method?- Can the teacher use the IE- method in other classes?To get to the ?correct? answer I used many methods like, observation in the class, qualitative interview with the teacher (Lisa Andersson) and with four students (Kim, Erik, Amanda, Patrik) and I also used questionnaire.

This paper aims to describe how religion teachers in Swedish schools teach concerning questions about life issues and popular culture. To research the teachers' didactic approach to these issues, didactics has been defined with three educational questions: what, how and why. The essay focuses on teachers' effective implementation of teaching on life issues and popular culture, which we used a theory of offering meaningfulness describing what subject matter that may be imparted to the students. An offer of meaningfulness can be pursued and can be made visible in the context of what and how performs the teaching and also in the context where the teacher planned the teaching elements. The method that the paper has used is the interviews of four different active religious educators in Stockholm and Uppsala area.

The purpose of the study was to find out how teachers in a school in Kenya conducted the education of mathematics in standard 4-6. The focus was how the teachers worked with children in need of special support in mathematics.To find out the purpose a case study was made with two interviews and seven observations with four teachers on a rural school in Kenya. The following issues were: Which standards were there in the classrooms during lessons in mathematics in Kenya? How did the teachers express the view of children in need of special support? The main conclusion was that different teachers teaching in mathematics looked the same.The teacher was standing in front of the blackboard where the teaching occurred and the pupils were sitting lined up in their benches. The teaching of the pupils was about repetition and imitates the teacher and mostly filling the gap that the teacher made them say.