In order to be a good Teacher according to preferences from outside the school area, there are many different voices to listen to. The different roles that are assigned for Teachers are colliding with the latest research from the pedagogical institutions and therefore the role as a Teacher of today is in a complex state of mind. Somewhere, between the traditional role of teaching and the moderating ideal image, reality is revealed in the ambivalent role of the Teacher of today. In this pedagogical essay on advanced level we are focusing on obstacles that are hindering the moderating Teacher?s role, to be fully developed in the classroom.

This is a study, where we have deepened ourselves little more in the Swedish and the Turkish Teacher training. We have both looked on the differences and the resemblances. We are also aware about that the essay builds on a small study and a limited material, special when it comes to the Turkish Teacher training. Therefore we have drawn our conclusions with big caution. They are examined and preliminary, but we are than however convinced about that.

In order to be a good Teacher according to preferences from outside the school area, there are many different voices to listen to. The different roles that are assigned for Teachers are colliding with the latest research from the pedagogical institutions and therefore the role as a Teacher of today is in a complex state of mind. Somewhere, between the traditional role of teaching and the moderating ideal image, reality is revealed in the ambivalent role of the Teacher of today. In this pedagogical essay on advanced level we are focusing on obstacles that are hindering the moderating Teacher?s role, to be fully developed in the classroom.

The aim of this study was to examine how the interviewed primary Teachers in two schools situated in the Stockholm area understand themselves as Teachers in relation to their image of the good Teacher. The research questions were: How do the informants discuss their image of the good Teacher? How do the informants describe their own role as a Teacher?A qualitative method, by interviews made with four primary Teachers, was used to collect data for the examination. The results from the interviews were analyzed and discussed from the theories and earlier research concerning the role of the Teacher and what they describe as the good Teacher. The theoretical connection of this study was based on the theories of Vygotsky, Piaget, Bruner, Dewey, Dreikurs, Kounin and Glasser concerning the relationship between the role of the Teacher and learning.

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.

Media often discusses school, Teachers and students. These discussions are often based on an adult perspective and students' views on the subject are not enhanced. Therefore, this paper intends to examine students' views on what they think makes a good Teacher. Previous research shows that a good Teacher can create the conditions for good learning based on the needs of students, and this is therefore important to investigate. The theoretical basis for this essay is the definition of an authentic Teacher that which in this essay will be discussed from the point of view of Fibaek Laursen (2004).

In order to be a good Teacher according to preferences from outside the school area, there are many different voices to listen to. The different roles that are assigned for Teachers are colliding with the latest research from the pedagogical institutions and therefore the role as a Teacher of today is in a complex state of mind. Somewhere, between the traditional role of teaching and the moderating ideal image, reality is revealed in the ambivalent role of the Teacher of today. In this pedagogical essay on advanced level we are focusing on obstacles that are hindering the moderating Teacher?s role, to be fully developed in the classroom.

The aim of this essay is to describe the historical development of the intercultural Teacher training program at Södertörn University in Stockholm. I have also examined how the intercultural Teacher training program was started, how and why it became intercultural and how the people in charge of the development of the Teacher training program discussed intercultural science. The Teacher training program has been an active part of Södertörn University since 1998, but it became intercultural in 2002. I have studied these questions through documents from the Södertörn University archives and literature by the funders of the education. The study shows that the university profile, ambitions and motives have been a key factor in the decision to make the Teacher training program at Södertörn a multi-cultural one..

The purpose of this study was to, from the Teacher's point of view; discover pupils with reading difficulties in connection with text assignments in mathematics, the Teacher's support for these students, if difficulties coincide and whether it's the mathematics Teacher's responsibility to make sure pupils with reading difficulties develop their reading ability. The study is based on a qualitative method and five semistructured interviews with mathematics Teachers and one language support Teacher.The result shows there is a strong connection between the pupils' reading ability and their ability to manage text assignments in mathematics. A weak reading ability affects the pupil in a negative way when solving text assignments in mathematics due to wrong reading technique if the Teacher is absent. It is not unusual that reading difficulties and mathematics difficulties coincide. The Teacher's most important role in the learning process is to teach the pupils understanding about the reading technique in different ways and to give the pupils opportunity to get spoken texts.

The purpose with this degree thesis was to investigate the preschool Teacher´s view onchildrens´s influence in preschool routine situations. The target group for this study ispreschool Teacher´s that currently are working with children that are 1 ? 5 years of age. To manage to answer the aim of this study semi-structured interviews were conducted. I have performed interviews with five preschool Teacher´s that currently work in a preschool that is situated in a medium sized city, in the county Värmland, Sweden.

This study draws upon the framework for analyzing the discourse of a science classroom introduced by Mortimer and Scott (2003). It has been used for many studies before on high school youths, but never on adults. Therefore, this study focuses on the interaction between Teacher and students in an adult education on high school level in physics, and how students can change the classroom discourse. Observations took place in two different schools for adults, in four different teaching groups. The result was analyzed by pattern of interactions, communicative approach, teaching purpose, type of student questions and their effect on the classroom discourse.

The purpose with this degree thesis was to investigate the preschool Teacher´s view onchildrens´s influence in preschool routine situations. The target group for this study ispreschool Teacher´s that currently are working with children that are 1 ? 5 years of age. To manage to answer the aim of this study semi-structured interviews were conducted. I have performed interviews with five preschool Teacher´s that currently work in a preschool that is situated in a medium sized city, in the county Värmland, Sweden.

The aim of the study is to investigate how a Teacher and a special education Teacher cooperate to prevent a pupil with reading difficulties from ending up in the vicious circle of the Matthew effect, and to find out how a pupil with reading difficulties experiences his or her reading situation. This case study is based on a phenomenological perspective whereby qualitative interviews illuminate a commonly occurring problem in today?s schools. Interviews were conducted with a Teacher, a special education Teacher, and a pupil in grade 1, in order to cover everyone?s perspective in this situation.

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.

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.