AbstractThe aim of the present study was to investigate if and how pre-school teachers reach the objectives in the national curriculum concerning the environmental issues.Another angle of this study is to find out if there are any involvement amongst the preschools regarding the environmental issues and if the teachers encourage the children to join in and make them a part of discussion.I have randomly chosen 10 preschools throughout Sweden and interviewed one staff-member from each school. Most of the preschools were well aware of the goals to follow according to the national curriculum.After comparing the answers my conclusion is that preschools act quite differently concerning environmental issues. Some worked almost exclusively with the children involved. Others occasionally involved the children whereas a few didn?t include the children at all.In every case the teachers would want to dedicate more time to environmental issues.

This degree project shows how four language teachers teach foreign languages with focus oncommunicative competence, and how their vision of teaching correspond to their reality in the classroom. How do they motivate the students in class and are the conditions good enough tohelp the teachers reach the national goals? A teacher?s vision is formed by his or her education and experiences. However, there are a number of factors which can help or hinder a teacher to reach his or her ideal teaching. Among these factors are the curriculum, the preknowledgeof the students and available technical resources.

The purpose of this study is to answer how teachers look at diversity in groups, with learning in focus. For this study I chose different high-schools in Sweden teaching Moving Pictures, in Swedish 'Rörlig bild'.These are the research questions: 1) What advantages and disadvantages do the teachers see with homogenity and heterogenity in their groups? 2) Which ascpects of teaching do the teachers bring up when talking about diversity?The method of this study has been a qualitative analysis and investigation in questionnarie form, with qualitative questions. Teachers were asked and data was examined with help of theories in diversity, group work, group dynamics, homogenity and heterogenity by authors like Toseland, Jones and Gellis (2004), Forslund Frykedal (2008) and Hammar Chiriac (2008).It is noticable that the teachers thought of differences in terms almost exclusively of school ability. The result is: - As a whole: homogenity means security, heterogenity means creativity.

Shakespeare- Dead or alive in school?The purpose with our degree project is to examine if Shakespeare still is alive in school and in what way he is being used. Our study is based on these following questions:Does Shakespeare exist in school today?How are the other classic books being used?Which teaching methods are used?How is Shakespeare received by the pupils?The methods used to be able to answer the questions are interviews with teachers and focus groups with the pupils. We carried out the interviews with six Swedish teachers and four focus groups in four different upper secondary schools.The main result of this study shows that teachers and pupils still think that Shakespeare is an important author.

Nature is in many ways considered a source to both physical and mental health among people. Trends in today?s society reveal that children become more distanced to nature. Seen from the perspective of sustainable development this trend is considered crucial: it is of importance that children in their early ages experience nature positively in order to develop a dedication towards environmental issues as adults.The purpose of this study is to investigate how teachers use outdoor learning as an educational tool. Research data were collected through a series of interviews.

I vår utbildning till lärare inom vård, hälsa och omsorg mötte vi i vår verksamhetsförlagda utbildning många elever med muslimsk bakgrund. En troende muslim bör fasta en månad varje år vilket innebar att dessa elever inte kunde äta eller dricka när de gick i skolan. Vi undrade hur de upplevde det. Syftet med denna studie var att beskriva några muslimska kvinnors upplevelser av att studera på omvårdnadsprogrammet under fastemånaden ramadan. Som undersökningsmetod användes en allmän kvalitativ ansats och vi valde att göra halvstrukturerade intervjuer med sex kvinnor för att samla in vårt material.

This survey aims to investigate and analyze how six teachers on a high school in Stockholm reflect on pedagogical aspects of problem based learning( PBL). The survey focuses on ana-lyzing how the teachers relate to the benefits and problems of PBL and how they reflect on the students development. The survey was conducted on a high school and the method used for the study was interviews, each taking 30-45 minutes. The outcome of the survey indicates that the teachers sees problem based learning as an alternative to what they define as tradi-tional education regarding its epistemology. They indicate that PBL allows the students to define their own questions, to be carriers of knowledge and to evolve analytic skills in relation to the basegroup.

The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education.

The aim of the present thesis is to examine discourses about teaching information seeking in upper secondary school teachers. The main questions are: (1) What different interpretative repertoires can be identified among teachers talking about teaching information seeking in relation to students? problem-based tasks? (2) How are these repertoires constructed and what functions can be observed? The theoretical framework is discursive psychology. Two teacher teams from two different upper secondary schools in the Gothenburg area participated in focus group interviews. Group A consisted of four teachers from the Individual Programme and group B of seven teachers from the Social Science Programme.

This research is about how the educators view the best way to help multilingual students develop their understanding for mathematics. The aim of the study is to identify the different aspects from the teacher?s point of view of this new approach of teaching: what are the limitations versus the opportunities? The study is limited to a multicultural school in Stockholm and to the experience of a few class teachers and mother tongue teachers.A qualitative approach was used and the interview was selected as the method to collect the data. Three class teachers as well as three mother tongue teachers were interviewed about their experiences. The interviews were recorded and transcribed word by word.There have been discussions about the skills in mathematics in multilingual speaking students, and that their greatest obstacle of understanding mathematics is that they are being taught in another language than their own mother tongue.

This study is about assessment, in particular formative assessment also called assessment for learning. The purpose of this study is to investigate Swedish and South African primary school teachers? views and ideas about this didactic tool. The motives for this investigation are based on the fact that correct used formative assessment supports pupils? learning process and the fact that there are few researches made about this subject in Sweden.

This is an interview- and literature study that discusses teaching about the Second World War and the Holocaust, while working with the basic values in grade 7-9.The purpose with this examination is to see how teachers of history in grade 7-9 choose to teach about the Second World War and the Holocaust, how they work to integrate the basic values in their education and whether the teachers? education can be sustained by the Swedish school curricula.In this study I?ve been doing qualitative interviews with five teachers of history in grade 7-9 from different schools. I have also perused the Swedish school curricula and read some literature and studies about different ways of dealing with the subject: the Holocaust.According to the central parts of the Swedish curricula, LGR 2011, the fields about the Holocaust and the 20.century World Wars are to be studied during grade 7-9. All my respondents in the study teach about this think that the most important thing with this complex time in history, is to give the students a deeper understanding for the time leading up to the beginning of the  Second World War in 1939, and why the Holocaust actually took place.Regarding the work with the basic values, all the five respondents agree on the fact that, this subject shall permeate the entire work at school, all the time, every day, but that it?s absolutely essential while studying the Holocaust.

The aim of this bachelor thesis is to investigate how one independent senior high school without a school library regards the role of school libraries. (What is their view of information literacy? Do they manage to reach the goals of Lpf 94 and the goals of each school subject without a school library of their own?). We have chosen to interview the principal and two teachers. Our major findings are that the public library in our study has been given the role of a school library, a role we think it can not fulfil.

Library and information science (LIS), being a research area characterized by theoretical discord and definition disarray, provides an interesting field of inquiry. Its content, boundaries, scope and superior identity are not clearly stated. This Master s thesis focuses on a thus far unexplored perspective on the discipline: a conceivable statistic and causes- and- effect relationship between the LIS students appreciated identification with the superior identity of the discipline, and the chosen vocational direction within the field. This relationship is examined through testing a working hypothesis on the results of a major quantitative questionnaire survey. The theory behind our research derives mainly from Thomas Kuhn and Richard Whitley.

The aim of this essay is to investigate whether the role of the teacher and the teaching in the classroom is affected when the Ipad is introduced in an one-to-one situation, and if so how these effects occur. Previous research show that the introduction of new technology in education offers hope of a more effective way of learning but that this at the same time leads to challenges for traditional ways of teaching and traditional views on knowledge (Säljö & Linderoth (red.) 2009, Erixon (red.) 2014).The method used is a qualitative interview in combination with observations used as a complement to the interviews. Four teachers working on an upper secondary school have been interviewed and one lesson in English taught as a foreign language and one lesson in social science have been observed.The results show that the use of Ipad changes how the teachers relate to and use the teaching material, as all material can be gathered in the Ipad and accessed at all times and can also be shared with the pupils. The Ipad also makes it easier for the teachers to offer pupils individual instructions which the teachers view as positive. In addition, the Ipad enables a change in regards to the pupils as they switch from being users to becoming producers in the use of the Ipad which in the teachers? opinions offers more profound ways of learning..