In this essay I reflect on what makes a good preschool teacher today. I discuss the importance of education, the importance of experience and practical knowledge, but also the importance of capacity for self-reflection and listening. I bring up examples from my workplace, where some think more about their limitations than on what and how much they actually can. Others are more satisfied by what they can and see less of their limits. Some are also lack of the will to see differently and to do changes.

This essay investigates the work situation for teacher educators at a university with focus on the subject areas education, research and administration. The research questions contain the work situation the teacher educators have, how they apprehend it, and how they find their position within the work organisation. Six interviews have been executed at the teacher education at a university. Some of the results from the investigation indicate that the teacher educators find education to be very a very demanding work and that the split of work during the academic year is uneven. The work with administration before and after the education, for example work with syllabuses and descriptions for courses, are activities demanding much time.

The study's aim was to examine the professional role of the Special Education Teachers, working with students in socio-emotional difficulties with focus on externalizing behavior. The study is qualitative in nature, based on 10 interviews conducted at four different schools where four Special Education teacher and six teachers were interviewed. The system theoretical perspective was used as a theoretical basis, based on a holistic view of the schools where relationships, interactions and context is of great importance. The Special Education Teacher is a part of the school context and therefore it has been interesting to study how he/she works with socio-emotional difficulties in school activities on organization, group and individual level. The results show that externalizing students becomes a problem in schools today when they influence their surroundings and requires a lot of time regards to needs of both teachers and Special Education Teacher.

The purpose of this study was to gain a deeper understanding of teacher´s motives to engage in outdoor education in their teaching. A qualitative approach through interviews was used and a total of eight teachers were interviewed. The result showed that there were several motives to engage in outdoor education. These motives were divided into three main categories which were: to engage in outdoor education from teacher`s interest, to engage in outdoor education based on teacher`s perceptions of children's needs and to engage in outdoor education based on external factors..

The education in Swedish schools today should be for all children. This means that even if a pupil has reading and writing disabilities the education should be in the classroom with the rest of the pupils. The education should include every one.The aim of my study was to investigate the education with pupils that have reading and writing disabilities. I wanted to get a deeper knowledge about working methods that are used for pupils with these problems.In my study I have used qualitative research methods. I have used group interviews and observational studies.

AbstractThe aim of our study was that from a Preschool Manager?s perspective to describe, analyze and understand the function of special education and the Special Education Teacher?s profession within preschools. We conducted twelve interviews with Preschool Managers in two northern Swedish municipalities. From a theoretical base, we used both the relational and categorical perspectives. All answers from these interviews have been analyzed from these perspectives.

This study presents some teachers' views on whether today's school is a school for everybody or not. It has also looked into what special resources that are put in for children in special needs. The purpose of this study is to find out some teachers' views and thoughts on the concept of "an Education for everybody" and how these teachers said they worked with children in special needs. After taking part of and processed recent research results and literature, I chose to examine this through qualitative interviews. I interviewed three teachers, one primary school teacher, one special education teacher and one preschool teacher.The conclusions were that the concept of education could be understood in different ways.

This study aims to investigate how a number of students who are at the end of a teachers? educations program in social studies, geography, religion and history interpret that the national curriculums states that every teacher is responsible for students language development and should be supportive of language backgrounds. In the light of the curriculums the study explores how the teacher education students feel that the education has prepared them for teaching children with Swedish as a second language. The study also examines how the teacher education students think that the teacher education could improve in matters like preparing future teachers to teach social studies, geography, religion and history to second language children.The study is based on interviews with seven university students and shows that they feel a responsibility to develop their future students? language.

This study sets out to research the effects of perceptions regarding teacher education as well as the teacher profession in general amongst college students studying to become teachers. The aim of the study is to get a better understanding in what perceptions that constitutes the foundation of the aspects that may affect the students of education by interviewing students about how they perceive their education. The study relies on a sociocultural perspective to analyze the data as well as justify the relevance of the study. The method for researching this will consist mainly of interviews and literature studies. Four students of education, where two are Swedish and two are Finnish, will act as the main source of empiric information.

This study hopes to provide a deeper understanding for the situation that pupils in dyslexia and special education teachers are experiencing. The aim is to examine how students with dyslexia and special education teacher / special needs education teacher are experiencing difficulties, resources, additional adjustments and support. The aim is also to examine the experience in opportunities for improvement and what similarities and differences exist between students and special education teacher / special needs education teacher regarding the allocation of resources. The study is made with focusing on a certain dilemma perspective, using methods such as interviews. The results of the study point to lack of time, time pressure, teachers 'skills, management directives and students' understanding of their own learning as factors affecting resource allocation, in which all factors influence each other and are interdependent of each other..

The Swedish teacher education is continuously changing along with the understanding of learning. The teacher education at Södertörn University has an intercultural profile, which is considered modern and innovative. In this essay, students? experiences from their practical training are analyzed to examine the correspondence between teacher practice and the modern teacher role conveyed by the University. The results show that some students have experienced practical training where the standards of the University?s teacher role were met, whereas others feel that they have not received the practical guidance needed to be able to wholly use their education in their future employment.

AbstractOur study illustrates how disabled high school students, their assistant and physical education teacher experience inclusion within the physical education. A total of seven interviews have been done to show their experiences. The questions we have chosen are: How do the student, assistant and physical education teacher experience their relationships? How do the student, assistant and physical education teacher experience the physical education? How do the student, assistant and physical education teacher experience inclusion of the student in the physical education?To illustrate their experiences a total of seven interviews have been done. They were carried out at the students schools, in the environment they are familiar to.

AbstractEmma Hjalmarsson, teacher studentMaria Talevska, teacher studentTitle: So different yet so alike â A comparative study focusing on the pedagogical leadership in two different cultures.Växjö University, Fall Semester 2005, Department of the HumanitiesGIX 192, Degree project/Religious Studies in Secondary EducationThis paper compares the pedagogical leadership in Thailand and Sweden. By performing interviews, handing out questionnaires and observing class rooms we wanted to compare the relationship between pupils and teachers from one school in Sweden and one school in Thailand.From the pupils we wanted information about their view on teachers; what characterizes the best teacher, what the worst teacher is like and how they would like a teacher to be.From the teachers on the other hand we wanted to know what kind of relationship they would like to have with their pupils and how they work to accomplish that purpose. We also wanted to find out if they put more emphasis on upbringing or knowledge and if there are any religious influences in the education.Finally, we also wanted to see if there was something from the pedagogical view in the Thai school that we could use in education in Sweden..

In 1990 the education training program for teachers working with children with special needs was changed. One major difference in the new program compared with the former one is that the specialized teacher is now mainly supposed to supervise teachers instead of teaching pupils who have learning difficulties. The aim of this qualitative interview study has been to find out what the specialized teachers think about there education, and how this could influence children with cognitive disabilities in special schools. I have interviewed six teachers who specialized in teaching pupils with cognitive disabilities. Three of them where educated prior to 1990 and the others were educated after 1990.

Student influence is a well debated subject and all Swedish teachers should let the students influence their education. According to research the student influence is generally low and something that varies from school to school. The school policy documents do not clarify how much impact the students get to have on their education and the impact is therefore something that every individual teacher decides. These individual differences are the reason of this study.This is a qualitative study about four teachers work and thoughts focusing on the subject of school democracy and student influence in the school environment. The study is based on qualitative interviews in order to highlight four different teacher?s thoughts.