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  • 1.
    Abdulahi, Hassan
    et al.
    Södertörn University.
    Abedin, Mubina
    Södertörn University.
    Får elever påverka den styrda aktiviteten?: En kvalitativ studie om hur fritidspedagoger resonerar och tar hänsyn till elevinflytande vid planering utav styrda aktiviteter2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to get insights about how educators in extra-curricular activities, reason about student influence. Specifically how six educators in extra- curricular activities in different schools, take student influence in regard while planning structured activities in past schooltime care. The method utilized in this study has been qualitative interviews. The educators are all from the greater Stockholm area, specifically schools run by the municipality of Stockholm and Botkyrka. The results of the study showed that the presence of student influence varied significantly among the schools. The study showed that one of the deciding factors were how the educators embraced and put student influence into practice. Another deciding factor were the conditions for student influence provided by school management, this factor also varied largely among the studyobjects. The results has further been analyzed through Lev Vygotskij’s socio-cultural perspective and the conclusion was that student influence needs to be further developed in both group and organization level. 

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    bilaga
  • 2.
    Abdulwahab, Farah
    Södertörn University College, Lärarutbildningen.
    Ledarskap i klassrummet: Demokratiskt eller auktoritärt2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim is to examine how teachers view their leadership, how leadership is used and developed, and what kind of perceptions teachers have of leadership and how it is important to their students.

    My questions are: 

    • In what ways can the teachers develop their leadership?
    • In what ways can the teachers make use of leadership in the classroom?
    • What do the teachers in the study consider to be a good leadership?
    • What do the teachers inte the study think of their leadership and its´ importance to students?

    The study uses a qualitative research method and consists of interviews with four teachers working in a school south of Stockholm. The results of the study shows that teachers´ leadership in the classroom has a significance for students´ learning and development. The teachers´style of leadership should not be static and should be adapted to students´development level. The results also shows that teachers´ leadership in the classroom is about various tasks. The conclusions are that the teacher in her/his leadership needs to be democratic and allow students to affect the activities in the classroom, but also use an authoritarian leadership to get an effective classroom.

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    FULLTEXT03
  • 3.
    Adenberg, Sarah
    et al.
    Södertörn University, Teacher Education.
    Lee Duvefjord, Nayoung
    Södertörn University, Teacher Education.
    Balansgång mellan frihet och styrning: En studie om barns inflytande under planerade och målstyrda undervisande aktiviteter i förskolan2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In professional practice as a preschool teacher there can be a difficult balance between giving the children “real influence” in their everyday life and education and at the same time raise and educate them based on the norms, laws and governing documents that must be followed within the practice. This study aims to find out the teachers own view and perception of the interpretable concept “real influence” and how this is practiced in their daily interaction with the children combined with planned and goal-oriented teaching activities.

    In order to get results that would contribute to the discussion of this subject we collected empirical data from interviewing preschool teachers and observing their interaction with the children during planned, goal-oriented teaching activities. The empirical data were analyzed with a phenomenographic approach. We analyzed and reflected on the material from several different points of view to try to deepen our understanding and be able to draw well-founded conclusions. We sought support and knowledge using Foucault's power theory and Mead's intersubjectivity theory, which we then linked to the data we collected.

    The results of this discussion suggest that there is always a balance between real influence and control in the education and interaction with children. It is up to the teachers to define and judge where the line is drawn. Based on their knowledge, experience and governing documents they must determine what is in the best interest for the children both in the present time and in the future.

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    fulltext
  • 4.
    Afshin, Gilda
    Södertörn University, Teacher Education.
    Genusperspektiv i en interkulturell förskola: En kvalitativ studie av pedagogers förhållningssätt till genusperspektiv ur ett socialkonstruktivistiskt och intersektionellt perspektiv2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work is a qualitative study that aims to create a deeper knowledge regarding teacher's perceptions on gender and gender equality in an intercultural preschool. This study also clarifies whether preschool can counteract the stereotypicaltraditional gender norms andif so, how it iscapable todo that. Based on a social constructivistperspective,in this study I indicate that children constructgender through interaction with othersin different social contexts. Additionally, based on intersectional perspective, I suggest that it is the relationship between various categories such as ethnicity and gender which is detrimental in constructing gender for preschool children. For example, in meeting with other cultures boys may gain more value than girls. The method of the study is based on interviews and observations and for interpretation of the collected data Iused literature and web based documents. The results show that preschool teachers have some degree of awareness when it comes to gender and equality between sexes. In accordance with this study teachers have enough knowledge about the importance of language in communication with children and they show good ability to distinguish what kind of influence language might haveon children's gender making. On the other hand, in pedagogical practical activities, for example in the design of physical environment one can notice some lack of knowledge among preschool teachers when it comes to creation of gender equality between children. Mystudy also indicates that parents from other ethnicities create inequality between children's gender, and preschoolteachers emphasize thatit is their duty to counteract such inequalities via intercultural pedagogy.

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    genusperspektiv
  • 5.
    Albornoz, Sara
    et al.
    Södertörn University College, Lärarutbildningen.
    Hellman, Therese
    Södertörn University College, Lärarutbildningen.
    Eugeniahemmet: Synen på barnen i Eugeniahemmet2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to examine the view on children with disability´s in the end of the 19 Th to the beginning of the 20 Th. We will examine the children that lived in Eugeniahememt but we will also examnie the view the society had on the children who lived on Egueniahemmet. In our essay there are four questions that we are going to answer.

    - Who took the initive to start Eugeniahemmet and how did it affect the activity?

    - Which view had the society on the children who lived on Eugeniahemmet?

    - How did the work with the children look like?

    - Which view had the staff, in Eugeniahemmet, on the children?

    The method that is being used in this essay is trying to analyses what the material tells us about the view on the children and how the work with the children lookt liked in Eugeniahemmet.

    The theory that we use is about Michel Focaults look on madness. Focault says that a person who is mad dosen’t have a connection between body and soul and that creates hallucinations witch leeds to madness. We also use a gender theory by Yvonne Hirdman who explains that women and men have diffrent roles in the society. Womens role is to be responsible for their home and the mens role is to be responsible for the public business.

    The main conclusion is that the view on children with disability in the society made it hard for Eugeniahememt staff to work whit the home´s activity. The view of the children in the society was that they were more a burden on the society than good citizen. These children was learned fast, but if the children who did´t learned fast were called idiot´s. Another coclusion is that in the beginning of Eugeniahemmet activity they accepted everyone even the children who consider be impossible to be educate. But in the beginning of the 20 Th they started to exlude the children who were impossible to educate, because they were idiot´s.

    Title: "The home of Eugenia, The view on the children in Eugenia" qreaters Sara Albornoz and Therese Hellman. Keywords: disabled, protége, free intelligence, institution, idiot.

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    FULLTEXT01
  • 6.
    Aleksic, Sonja
    Södertörn University, Teacher Education.
    "De kommer alltid för sent!": En vetenskaplig essä om kommunikationsproblem mellan föräldrar och förskola2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My science- and experience based essay depicts the communicative difficulties I perceive with a special parent couple at my preschool. My questions are: What kind of relationship can I have with the parents based on my duty ethics, utility ethics and virtue ethics? How can the power between me and the parents be described from a power perspective? How can my practical knowledge help me deal with parents who are late? In the essay I present my interpretation of two self-experienced situations that I illustrate in two different stories. The problems are also from a more general perspective regarding the communication between home and preschool. The study will help me learn more about what communication is and what new challenges that may arise when home and preschool meet. Furthermore, my reflection will help me to get an overview from a power-related perspective and what is in the preschool curriculum about cooperation between parents and preschool. How can I see the problem from the parents´ perspective and take their position? What makes me react the way I do? What makes parents act the way they do? The purpose of this study is to analyze the importance of communication between parents and educators in preschool and then see what the consequences will be for the child when the communication fails. I intend to also shed the light on the power relationship that exists between educators and parents. To get further, I need to reflect on my actions based on several different perceptions and with this create a deeper insight into the whole dilemma. From different ethical  perspectives, I will help to see my dilemma. I will also highlight the significance and influence of Aristotle´s three forms of knowledge for my practice. I believe that education, learning and care are important components that we preschool educators should relate to.

    The conclusion I see is that the steering documents are important to me as an educator and just as important is the cooperation with all parents at the preschool. Relationship competence is important to have when we educators at preschool have to work with it every day, through all our “meetings” with educators, children and parents. That relational competence requires that I as an educator have intuition and am extremely responsive to how I should act there and then.

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    fulltext
  • 7.
    Allelin, Majsa
    Högskolan i Halmstad, Sverige.
    Bildningspraxis och didaktisk reflexivitet som anti-skolkultur2023In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345Article in journal (Refereed)
    Abstract [sv]

    Ungdomar – och särskilt killar – i kommunala förortsskolor är den främsta elevgruppen som missgynnas av det nuvarande skolsystemet. Dessa elevers misslyckanden beskrivs ofta som resultatet av en ”anti-skolkultur”, vilket förklaras av stjälpande maskulinitetsnormer eller avsaknad av uppförandekoder. Trots – eller kanske på grund av – strukturell utestängning har flera självorganiserade utbildningsaktiviteter nyligen vuxit fram bland ungdomar. I den här artikeln visar jag hur tjejer och killar som bor i ett socioekonomiskt missgynnat område och som möter strukturella svårigheter i dagens skolsystem, hittar sätt att utmana eller övervinna denna underordning genom att arbeta med lokaltidningen Life i Orten. Genom att vända mig bort från det problemorienterade perspektivet och i stället diskutera hur ungdomar i förorten organiserar sig via informella lärandepraktiker, utvidgar jag diskussionen och begreppet ”anti-skolkultur” och inkluderar därmed produktiva perspektiv som hittills har förbisetts. Resultaten visar att arbetet med Life i Orten skapar empowerment och nya inlärningsprocesser för ungdomarna genom att möjliggöra för alternativa pedagogiska metoder. Denna frivilliga verksamhet utgör också ett sammanhang där ungdomarnas önskan om bildning kan uttryckas och det hjälper dem att formulera en kritik av det formella skolsystemet, vilket kan förstås som en didaktisk reflexivitet. Hos Life i Orten får ungdomarnas bildningslust komma till uttryck, utifrån arbetsformer som innebär större delaktighet och empowerment.

  • 8.
    Allert, Hannah
    et al.
    Södertörn University, Teacher Education.
    Lund, Anne-Merethe
    Södertörn University, Teacher Education.
    Förskolebarns möjlighet till fysisk aktivitet inomhus: En kvalitativ studie om förskolepedagogers uppfattningar2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Swedish children are growing up in an increasingly physically inactive society, even though research shows the positive effects of physical activity (Wikland 2013, p. 40). Children spends most of their days in preschools, which means a great responsibility for preschools and its teachers as they affect children's opportunities for physical activity. The purpose of the study is to examine how preschool teachers perceive the work with children's physical activity indoors. In our study, we have assumed phenomenography, whose purpose is to describe people's different perceptions of phenomena (Alexandersson 1994, p. 112). To collect empirical data, we have conducted interviews with six teachers at three different preschools.

    This study results and analysis showed that there are different perceptions of the teachers about the work with the children's physical activity indoors. The study showed that all teachers perceived that physical activity is important for children, but they expressed different views about the work on this. The overall perceptions were that they planned and enabled the movement activities indoors with different purposes or that they worked with physical activity when the children expressed a need for this. Another view was that children should not be physically active indoors, because this was something they could vent outdoors. The teachers perceived that there were several factors that influenced their work including knowledge, facilities, furnishings, noise, their own and colleagues' approach and preschool educational focus. 

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    fulltext
  • 9.
    Almén, Camilla
    et al.
    Södertörn University, Teacher Education.
    Östman, Vanessa
    Södertörn University, Teacher Education.
    Att läsa utan att reflektera är som att äta utan matsmältning: En kvalitativ studie som undersöker synen på boksamtal och dess relation till normer utifrån ett critical literacy perspektiv2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A qualitative study that examines the view of book conversations and its relation to norms from a critical literacy perspective. 

    The truth of a book does not have to be the only truth. 

    As individuals living in society, we are constantly influenced by norms of the outside world in the form of images and texts. From a child’s perspective, it is not easy to categorise and understand all information, as well as to question what is true or not. Therefore, we believe that preschool is an important arena where we can exchange experiences and take on texts and images together to create an understanding and a place to problematize and reconstruct norms. This qualitative study is based on interviews, where the purpose is to examine and analyze the experience of preschool teachers and child educators of book conversations in relation to norms. We seek to answer the two following research questions: How do preschool teachers and child educators reflect about book talks and their role in in preschool in relation to norms? And what significance do preschool teachers and child educators believe that book conversations in preschool have for children's learning regarding norms? To answer how the preschool works to make visible and reconstruct norms and values, this study relates to the concept of critical literacy. In summary, it can be described as a process where the ultimate goal is to be able to reproduce a text independently. 

    The study demonstrates that preschool often tends to focus on children's language development in book conversations rather than working with norms. However, there are indications that preschool teachers and child educators, to a certain extent, work to make norms visible, but that it is not further developed into a process of reconstructing stories through book conversations.

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    fulltext
  • 10.
    Alvarez, Catherine
    et al.
    Södertörn University, Teacher Education.
    Jaeschke, Kajsa
    Södertörn University, Teacher Education.
    "... en utbildning är ju inte allt, erfarenhet väger mer ibland": - en fenomenografisk studie om personal i fritidshemmet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to illuminate and analyze how afterschool educators perceive their assignments in leisure activities and whether the perception is influenced by their backgrounds. With backgrounds we mean what experience they have and what their level of education is. In our study we have used qualitative interviews to acquire data, we have done this in two afterschool centers. In order to analyze and categorize our collected data we have used the theoretical point of phenomenography.

     

    We have interviewed fourteen people who works in afterschool centers and it was only one of them who had an afterschool teacher degree, the rest had no similar education and based their knowledge on experience. With phenomenography we could categorize the perceptions of the afterschool teachers in four categories. These categories were nurture, children, activities and cooperation between teachers. We also obtained perceptions about their views on education and its relevance to afterschool center. Furthermore the afterschool teachers describe how it is to work in afterschool center.

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    fulltext
  • 11.
    Alwert, Kalle
    Södertörn University College, Lärarutbildningen.
    På bron mitt emellan: En kvalitativ studie av elevers sociala kategorisering utifrån känslorna av inkludering och exkludering i specialpedagogiska lösningar2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to find more understanding for pupils in compensatory educational situations and get an idea about how they place themselves in the social hierarchy. In my study I have interviewed four pupils with different experiences from school with the common denominator of being placed in a special class during some hours of the week. The purpose of this placement is to get them to achieve better results in various subjects depending on their grade but this also means a social separation from friends in the ordinary class and this doesn't correspond well with the democratic idea of "one school for all".

    What I found was that these pupils categorize themselves different from each other and while two of the pupils find themselves very included in the school's social network the remaining two had problems functioning satisfactory in a social matter according to their own liking. The feeling of exclusion though can not be connected to their participation in the special class but rather to their earlier social experiences.

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    FULLTEXT01
  • 12.
    Amedi, Sisen
    Södertörn University College, Lärarutbildningen.
    Diagnos eller behov: behovstödet till elever som har svårt att läsa och skriva2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is concerning students' with reading and writing difficulties and dyslexia. This paper clarifies the difference between reading and writing difficulties and dyslexia. The essay also gives an insight into dyslexia in an historical perspective. The purpose of the paper is to find out if teachers believe that students with a diagnosis of dyslexia may be more or different help than students with other reading and writing difficulties. By answering this question, I conducted a survey study in two schools in two municipalities. The survey aims to find out if teachers out of schools think that students with a diagnosis may be the right kind of help in their teaching. Teachers at each school feel different. One school believes that students with a diagnosis may be more help than other students with other difficulties. While teachers at the other schools felt that pupils with a diagnosis must not be more help than students in other writing difficulties.

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    FULLTEXT01
  • 13.
    Anar, Orhan
    et al.
    Södertörn University, Teacher Education.
    Mårdh, Sofia
    Södertörn University, Teacher Education.
    Samverkan - ett samarbete på olika vilkor.: En vetenskaplig essä om samverkan i grundskolan mellan fritidshemslärare och klasslärare.2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this scientific essay is to create a broader and deeper understanding of the issues surrounding collaboration between after-school care teachers and class teachers. There are gaps in the curriculum about what collaboration should include and how it should be designed, and our common understanding is that there are still gaps in how collaboration is carried out. This scientific essay is based on a hermeneutic method, which is described as a doctrine of interpretation and is used to create understanding of our experiences and dilemmas. We are two people who have written the essay and we share similar work experience within the school world and similar understanding of the issues of collaboration. The leisure-time centre should complement the school, but in daily work we have experienced for many years how the class teacher's needs and wishes have been prioritized during school time and we as after-school care staff have had to leave our work tasks to act accordingly. The experience we possess in connection with theories and different viewpoints from researchers gives us the conditions to interpret our dilemmas and through these different perspectives reflect on the interpretation of the concept of collaboration and why inadequate collaborations arise between class teachers and after-school care staff. Furthermore, our study shows how we can collaborate from a pedagogical perspective rather than acting as helpers and assistants to the class teacher. We also investigate what factors create problematic collaboration and what opportunities there are for an acceptable structure for collaboration, a structure that the teachers follow and a structure that the management is responsible for. The result shows that time, solidarity, and common goals need to be created between the teachers in order for collaboration to work. With this essay, we have created a greater understanding of the concept of collaboration, gained insight into the class teacher's perspective, and realized that collaboration does not rest on us as individuals to perform, but that we need to cooperate as a unit to achieve common goals for the students.  

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    fulltext
  • 14.
    Andersson, Christel
    Södertörn University College, Lärarutbildningen.
    En kommun - Tre grundskolor2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    In this essay, I will look at three different Compulsory comprehensive schools in one community and I will compare final grades from students who graduated in spring 2006. I will also examine how the three schools work with students, and in what way they approach students with dyslexia/reading- and writing difficulties, so that they could reach goals set by The Swedish National Agency for Education. The aim with this essay is to show differences between schools in the same community and my question is if it is the way you approach students with dyslexia/reading- and writing difficulties that affects the student’s grades and results.

    The study is concentrating on three schools in one community and students with dyslexia and reading- and writing difficulties that went to those schools. I have spoken to remedial teacher at each school about how they approach students with dyslexia/reading- and writing difficulties, what kind of methods the use, how they investigate if a student is in need of special help and how they grade their students who are in need of special teaching because of their learning disabilities. This essay will also present different ways of defining dyslexia and how to approach the pedagogic difficulties that will appear in situations where students with reading- and writing difficulties gets exposed and are in need of special education or help.

    The results of this study can only be connected to those schools that have been studied for this exam. The results can not in any way be generalising for all schools in Sweden. However did the study results show that students that went to school 2 reached higher goals than students that went to school 1 or 3. The study also shows that these schools use different ways to work with students with dyslexia and reading- and writing difficulties. But to compare numbers and grades can’t give a fair picture of how each school work with each student so that they develop those skills and knowledge that is seen as necessary to become a democratic member of the society. Because numbers and grades cant tell anything about the student’s disabilities or what kind of knowledge or skills the student is in possession of. Nevertheless can this study when comparing grades, in the most general way, say that students that go to school 2 are more likely to reach goals that are set by The Swedish National Agency for Education.

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    FULLTEXT01
  • 15.
    Andersson, Josefin
    Södertörn University, Teacher Education.
    Att osynliggöra det synliga: En studie om normer, könsidentitet och språk2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore how well prepared educators at pre-schools are to receive children with another gender identity than their biological gender. The focus for the study lies on the discourses that exist in the pre-school regarding gender norms and how they become visible through the language educators use in the equal treatment plans, that are a part of the pre-schools value works, and in talks between educators.

    My research questions are:

    ·         How does pre-schools describe their work with children with another gender identity than their biological gender?

    ·         Which discourses regarding gender norms does the pre-schools equal treatment plans and group talks with educators show?

    To answer these questions, I have used the analyses of five equal treatment plans and two group talks.

    By analysing the equal treatment plans and the group talks with the four strategies for anti discrimatory education from Kumashiro, by letting the strategies make the discourses visible, I have come to the result that gender identity is made invisible in the pre-schools by the educators. The equal treatment plans contain descriptions of the discrimination grounds but not how the educators work with these in the daily workings with the children, and the educators describe gender instead of gender identity in the group talks. In my discussion and conclusion I reason about the causes for this in relation to previous research about norms around gender and gender identity in pre-schools. 

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    Att osynliggöra det synliga
  • 16.
    Andersson, Ken
    Södertörn University, Teacher Education.
    I ett ombonat rum2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I hope this scientific essay can shed som light over how guilt kan appear at a school, primarily for those working as fritidslärare. Fritidslärare come often in close contact with special needs children.In the story I shall recount a case where I have taken the roll of carer and helping an extroverted pupil through his schoolday. He spends most of his time outside the classrum and is mostly with a special needs teacher. Generally his day is filled with rewards and punishment; methods that I find myself uncomfortable with. On one of these schooldays I find myself giving up on him. I see myself ignoring him, taking out my cell phone while he watches a film on the computer. In this situation I feel guilt. Do I have a bad moral standard or am I just acting in accordance with the situation? The question of how I deal with this guilt and what shape the guilt takes are two of the questions I pose to myself. I have made use of the Algerian author and philosopher Albert Camus and his theory of the absurd and the lack of freedom in our lives and how the absurd always stands in the way of total freedom. If we are aware of its existence then we can live with it and minimize its effect upon us. I will also refer to his novel The Fall (2007) in which the protagonist has long managed to avoid guilt and judgement. He comes to feel discomfort after an incident that he identifies as feelings of guilt. The guilt can be both collective and individual. In my text I shall concentrate on individual guilt. I, as an individual teacher, have my version of the truth whilst those around me have another. What does this imply? I also treat the mechanisms of control within the school that manifest themselves through reward and punishment.

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    fulltext
  • 17.
    Andersson, Lars
    Södertörn University College, Lärarutbildningen.
    Skolan som demokratiprojekt2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to examine if the school's democracy project is successful. The objective is examined in relation to two specific questions. The first question is whether students, after completing their studies in civics A, understand the relationship between the concepts of human rights and democracy. The second is if the students understood the concepts of practical significance and impact on society and the individual. Variation theory comes from the phenomenographic theories and is central to this work. The approach to learning, in this essay, is a change in how a person experiences, understands or perceives a phenomenon. Variation theory focuses on a learning object and contextualization sees as crucial to how the individual perceives the object.

    The study is based on a quantitative research method in the form of a survey at a secondary school. A number of students may respond to valuation questions about how they perceive democracy and human rights in practical situations. The results are related to curriculum goals.

    The results of the study is not positive in relation to curriculum objectives, where many students respond negatively to questions.

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    FULLTEXT01
  • 18.
    Andrén, Malin
    et al.
    Södertörn University, Teacher Education.
    Lilja, Hanna
    Södertörn University, Teacher Education.
    Från cylinderblock till kottar och limpistol: En litteraturstudie om barns delaktighet och inflytande inom Montessoripedagogiken, Waldorfpedagogiken och Reggio Emilia filosofins miljö och material2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    All Sweden´s preschools are part of the schoolsystem and, according to the School Act, must follow the Curriculum for Preschool: Lpfö18 (2018), whether they are independent, municipal or have different orientations. However, the curriculum does not contain specific goals about what the children should have achieved at a certain age or what knowledge they should have developed during their time in preschool but should be seen as a basis for planning the activities. With this, the curriculum can be perceived as interpretable and different areas of pedagogy become possible.

    The purpose of this literature study is to find out how the pedagogical orientations of Montessori pedagogy, Waldorf pedagogy and Reggio Emilia philosophy create prerequisites and opportunities for preschool children to be involved and influence the environment and the educational material. What similarities and differences can be learned based on scientific texts by Swedish authors?

    The child is seen as the central point when it comes to the environment and material placement in the various configurations. Participation and influence are created by the child being able to reach and take care of himself. Therefore, the child does not need to ask for help, which increases the child´s power to take care of the material that is desired to be used. The fact that the play is important can be deduced that the different educational orientations agrees at. Likewise, the material should create and stimulate the imagination and creativity. Differences that emerged during the study are the type of materials and toys found within the various configurations.

    Common to the results of the studies is that it is about the teachers' attitude and approach to the children's perspectives. The adult holds the power to decide how much influence and participation the children have, and everything has to do with the teacher's interest in creating meaning and a shared reality.

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  • 19.
    Antoon, Diana
    Södertörn University, Teacher Education.
    Religiösa ungdomars identitetsskapande och positionering i skolan: En kvalitativ intervjustudie av fyra ungdomars religiösa identitetsskapande2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Identity and identity formation affects all people in life. There has been done much research on what can develop human identity. There are also theories about how people develop their identity and which factors affect people's identity. The aim of this paper is to examine the factors that affect the identity of religious youth. The purpose is also to examine the significance and place of religion in the lives of the informants and how the Swedish school presents students' own religious tradition in religion studies in school. The study was conducted through a qualitative interview study with four high school students. Furthermore, the results have been analyzed in relation to Anthony Gidden’s theory of identity, Thomas Ziehe’s theory about identity, and the socialization theory.                      

    The result showed that religion is a big part of informants' lives. It has been stated that fasting, prayers, and religious attire are factors that affect the lives of the informants. Furthermore, it emerged that religion, family, society, school, and social media are factors that affect the identity development of the informants. It is also expressed that the Swedish school presents the students' own religious traditions in a foreign way for those students who do not belong to the majority religion, Christianity. The conclusion of this paper is that religion and faith, family, school, society, and the internalized world are factors that shape the informants' lives in how they develop their identity. 

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  • 20.
    Arildsson, Emma
    et al.
    Södertörn University, Teacher Education.
    Viberg Jonsson, Anna
    Södertörn University, Teacher Education.
    Skit i boken! Var ÄR lupparna?: En fenomenografisk studie om pedagogers uppfattningar av utomhuspedagogik2021Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to analyze how preschool teachers in seven preschools from different pedagogical perspectives in Sweden think about outdoor pedagogy and whether their perspectives influence their work and how they teach. Three research questions have been formulated in order to investigate the purpose: What are the pedagogues’ perceptions of outdoor pedagogy? What are the pedagogues’ perceptions of the differences between teaching indoors and outdoors? What are the pedagogues’ main perceptions of outdoor teaching? 

    A qualitative method has been used in this study, the data were collected through interviews and observations using a phenomenographical approach. The study was carried out in seven preschools in Sweden, with a total of sixteen informants agreeing to participate in the study. A phenomenographical, variational theoretical method has been used to interpret the collected data from the interviews, and the analysis of the data from the observations was conducted from John Dewey’s progressivism perspective and “learning by doing”. 

    This study came to the conclusion that the participating pedagogues show positive insights on the benefits of outdoor pedagogy regardless of pedagogical approach. The study also showed that the conditions for a good quality of an outdoor pedagogy depends on the pedagogues’ interest, experience, and role as a child’s co-discoverer and co-player. The variation in answers from the group of informants showed a great difference between personal opinions and experiences. Knowledge and a willingness to learn and to implement teaching outdoors set high demands on the pedagogues in the need for innovation, spontaneity and flexibility. Demanding factors prone to affect outdoor pedagogy are considered to be a workforce shortage in preschool, fluctuating weather conditions, and other factors affecting the child’s personal equipment, for example their clothing.

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  • 21.
    Arlinder, Robert
    et al.
    Södertörn University, Teacher Education.
    Bundesen Strandberg, Andreas
    Södertörn University, Teacher Education.
    Elevers roller i det sociala samspelet under mellanmålet: Ett möjligt rum för lärandesituationer2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The after-school centresdevelopment has shifted from being a workplace to today's after-school centre as part of elementary school curriculum with a central content and purpose. Research in the field is in terms of conversational styles and roles but is not so much linked to the after-school centre'ssnack time. The present study has been intended to distinguish and exemplify the social interaction that is taking place in the after-school centre's snack time. Focus off interest has been how pupils talk and listen to each other and whether it is possible to discover in the conversation whether the conversation can be linked to school skills. Based on Sociocultural perspective on learning as well as Goffman's dramaturgical perspective as a frame, four recorded and observed conversations at two different after-school centres have been analysedwith an abductive approach. The purpose of this work is to identify the learning situations that occur during the after-school centre's snack, as well as describe how the students talk to each other. The roles that emerged in the result were categorized into five qualitatively distinct roles called; the conversation leader, listener, co-driver, clown and expert. The conversation leader is dependent on both the listener and the co-driver while the other roles are more independent of each other. The learning situations that can be linked to school skills are described in a separate section and are highly dependent on the role of the expert. All results are exemplified by direct quotes from the transcribed material.

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  • 22.
    Assali, Zena
    et al.
    Södertörn University, Teacher Education.
    Vujkovic, Marija
    Södertörn University, Teacher Education.
    ”Ja, man kan skylla på dem för det händer så mycket runt dem ändå”: En studie om hur förskollärare bemöter barn som utför kränkande handlingar i förskoleklass2021Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool teachers face children who they perceive as children with behavioral problems and how they act in the daily work to prevent and counter violations. The study aims to observe how preschool teachers deal with children who they experience as having behavioral problems in the form of aggression. The study also intends to compare two preschool classes in two municipalities where some residential areas are socio-economically vulnerable. For the collection of empirical data, the study was conducted as a qualitative study consisting of interviews with teachers and observations of children and teachers. The two selected schools were deliberately chosen based on geographical areas with known socio-economic vulnerability. The results predict that the preschool teachers encountered situations where difficulties arise, and which can be considered crucial for the children's biological, cognitive, and emotional development. The difficulties highlighted in this study are analyzed with theoretical concepts such as the punctual and relational perspective, the intercultural perspective and theories of socio-economic impact, conflict management, power and norms, aggression, and more. These theories count as significant developmental aspects in children's critical periods. The results show that the teachers in theory share a common view of the prosocial development work with children who are regarded by the preschool teachers as "children with behavioral problems". Despite this, we found significant contradictions that create a distance between what preschool teachers say they do and what they do in practice. The results of this study also show that preschool teachers use methods and strategies, in which children who are perceived as having behavioral problems get reprimanded, are threatened with punishment, and are made invisible. 

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  • 23.
    Axelsdottir, Frida
    Södertörn University, Teacher Education.
    "Det är min kropp och jag säger faktiskt stopp!": En kvalitativ studie om pedagogers beskrivning av sitt arbete och betydelse med barns integritet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how pre-school educators relate to the work on children’s integrity and how educators describe their didactic work on the integrity of children in pre-school. The purpose of the study is to get a better understanding of how educators teach children integrity in pre-school.

    Through interviews with educators who work actively with the children in preschool, it showed how the educators described their work with children's integrity. The result showed that the educators work to teach children the integrity but in different ways. Educators are aware that children need to learn integrity but the knowledge about how to teach the children integrity is not there yet. 

    With good communication and interaction with the children, educators can show the children how to show respect towards themselves and each other and how to be a good friend in pre-school.

    With this study, the idea is to contribute knowledge and awareness about how teachers in pre-school can work with children´s integrity and for the children to learn to respect their body and other bodies.

     

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  • 24.
    Axelsson, Elenor
    et al.
    Södertörn University, Teacher Education.
    Sjöberg, Ayla
    Södertörn University, Teacher Education.
    Det är superorättvist att vi inte får vara med!: Demokrati och jämställdhet inom fritdshemmet2023Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In our scientific essay we have portrayed two stories inspired by real events. Elenor's story is based on a workplace and Ayla's story from an internship during her teacher training.  We will draw parallels in the form of differences and similarities between these two stories and reflect on them together based on the school's and leisure-time center's democratic mission from a gender equality perspective.  The purpose of this essay is to examine the dilemmas that we experience with our portrayed stories and how we can understand our professional experiences today in a different light, for example with support of Aristotle's knowledge forms called episteme, techne and phronesis, and through common reflections learn something of what we have experienced. With this essay we want to contribute to a deeper understanding of the teaching profession's democratic mission and show the complexity that it can have in practice when we meet pupils in games and activities within the leisure-time center.  We have also chosen to complete the essay with a qualitative method in the form of participatory observations, which in various ways have broadened our horizons of understanding, as more joint reflections have arisen linked to dilemmas in the portrayals and to literature that deals with democracy and gender equality. Despite the fact that we have a solid theoretical knowledge of democracy and gender equality, as well as practical experience from working in leisure-time centers, we have found that we can experience major challenges in the close work with pupils when it comes to how we actually implement democratic procedures and deal with unfair issues. We leisure-time center teachers can never stop being curious about our work and therefore must constantly have willingness to develop and critically examine ourselves, both in our personal and professional view of democracy and gender equality. One of our conclusions is that our individual view of possibilities and challenges in leisure-time centers can influence the practical work with the pupils in a positive or negative direction and therefore have an impact on pupil's experience of participation. 

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  • 25.
    Axelsson, Jenny
    Södertörn University, Teacher Education.
    Behöver barnet verkligen nappen?: En essä om olika förhållningssätt i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on a story where you get an eye on pedagogue’s different approaches to the pacifier in preschool. A pedagogues approach towards, for example, the pacifier affects how you choose to act and in the story it is seen that pedagogues can have different approaches to how to act against children´s use of pacifiers in preschool. In the reflection section, I discuss pedagogue’s different approaches to the pacifier and how one´s approach is formed. Discourse ethics has taken a large part in the essay as it can be used as a tool in the discussions between pedagogues when they have different approaches. How can different approaches affect the children and how these approaches can work in relation to power is something that is discussed in the essay. I will also analyse more deeply the power perspective to get an insight on such power that may not be so visible in everyday life, but which is found in all meetings between people. I have interviewed pedagogues in preschool to gain a better insight into how collegial relationships in preschool can be affected by different approaches towards the use of pacifiers, and what pedagogues regard as being important to consider when approaches collide. At the end of the reflection I discuss different performances and discourses about the pacifier in order to get an idea of ​​what can affect the approaches of pedagogues, and to show that it is not always easy to choose an approach when you do not know what is the "best" way.

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  • 26.
    Axelsson, Rasmus
    et al.
    Södertörn University, Teacher Education.
    Västfält, Anna
    Södertörn University, Teacher Education.
    Vad får fritidshemspedagogen att gå till jobbet?: En undersökning av vad som motiverar pedagoger i fritidshemmet2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate and create an understanding of what the educator in the leisure-time center sees as motivating drivers in the workplace. In recent years there has been a large shortage of educators with formal education in and there are major shortcomings in the conditions of the profession. We therefore want to find out what motivates the educator and what factors influence the motivation. To find out, we conducted a quantitative survey study where we turned to working educators in the leisure-time centers. Based on the survey responses, a qualitative in-depth interview study was conducted on the target group of four teachers in leisure-time centers. The data was analyzed on the basis of the social psychological motivation theory, self-determination theory (SDT), which assumes that each individual’s internal motivation is based on three basic needs; the need for autonomy, the need for competence and the need for cohesion.

    The result shows that the social factors in the workplace were of great importance for motivation. The relationship with children and colleagues could be linked to appreciation, confirmation of a job well done and the feeling of being important. We could also see that the degree of education was important for motivation as the educational assignment was perceived as more motivating for the professions with a college degree. In contrary to previous research, it was also found that the educator was not motivated to any great extent by the salary.

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  • 27.
    Aziz, Yadgar
    Södertörn University, Teacher Education.
    Hur påverkas barns fria lek i förskolan?: En vetenskaplig essä om lek och huruvida vuxnas roll är påverkande i barns fria lek2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Free play in pre-school has been a widely discussed topic, and researchers have come to different conclusions about the role of the educator in free play. This essay is based on a self-perceived dilemma about free play. The main focus is whether children's free play should be free from adults and whether or not educators control free play. The dilemma occurs when a colleague points out that adults should not participate in children's play. The aim with this essay is to investigate and explore the presence of adults in the free play and in what way educators influence the free play. The research questions also consider children's experiences of play and how one can perceive the role of the educator in free play. The method has been to write a scientific essay by reasoning, reflecting and exploring the concept of "free play" with the help of theories, research and literature that highlights free play. In conclusion, there is no right or wrong about the presence of adults in the free play. Children need to both be completely free of adults to experiment on their own and time to play with an adult who can balance and enrich the game. The disadvantage is that the play without adults can result in certain children deciding at the expense of other children and with adults present, the development can be hampered, and the game can be controlled.

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    Hur påverkas barns fria lek i förskolan
  • 28.
    Azzazi, Iman
    et al.
    Södertörn University, Teacher Education.
    Bertlind, Sabina
    Södertörn University, Teacher Education.
    Förutsättningar och möjligheter att möta digitaliseringen på förskolan: En empirisk studie om blivande förskollärares uppfattningar2022Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study has a phenomenographic starting point that aims to investigate prospective preschool teachers' perceptions of their conditions and opportunities to meet digitization in the education at preschool. The target group for the study is prospective preschool teachers with previous experience of working in preschool, who are in the last semester of an experience-based preschool teacher program at a university in Sweden. By using two research methods, interviews and questionnaires, we have been able to get hold of and clarify the participants' perceptions, which has also enabled the identification and interpretation of areas of development. This answers the study's two questions which are: What do preschool teacher students' perceptions look like regarding their conditions and opportunities they are given both in the workplace and through the preschool teacher education to meet digitalization in preschool, in line with the curriculum goals? What possible areas of development can be deciphered based on the participants' descriptive perceptions of their conditions and opportunities to meet digitization?

    The result presents the variation of the participants' perceptions in the form of categories consisting of codes interpreted based on the participants' statements. Furthermore, it is shown that there are different and unequal conditions and opportunities in workplaces and that the digitization content of preschool teacher education is not sufficient for a preschool teacher to be able to meet digitization in education. In order for the digitization content in education to be in accordance with the curriculum goals, the results reveal areas of development that, among other things, require an increased implementation of both practical and theoretical digitization content in preschool teacher education. In terms of workplaces, there is a demand for skills development, spaces for reflection and an increased range and variety of technologies.

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  • 29.
    Back, Marie
    Södertörn University College, Lärarutbildningen.
    Om du lyssnar på mig kanske jag lär mig något!: En essä om relationers betydelse för barnets lärande på förskolan2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to explore how educators are supposed to prioritize their work at the preschool so that all children are listened to and the conditions necessary for kids to dare to express their feelings and thoughts are in place. How is the relationship important for the child's learning? How do I become a committed educator who knows how to interpret and prioritize my work so it benefits children's learning? I am developing these questions in two parts in my following text. Firstly I am writing about why it is important that we who work as pedagogues meet the child on the child’s own terms. In this part I am discussing security, closeness and distance between child and pedagogue and what that relationship might mean for child development. Then I turn to how to prioritize in order to be the best pedagogue for the benefit of the child's learning. My method is to reflect and question the knowledge I acquired during my work at the preschool. Together with various theories such as related theory, relationship skills and philosopher John Dewey, I have tried to have a discussion. In the text, I use two events from my work that illustrates the problem. With these as a foundation, I am discussing various opposed concept pairs such as control – initiative and their importance to be able to explore my problem of how to interpret the curriculum and prioritize my work. I have come to the conclusion that if we are to meet all people in a democratic and equal way, we ourselves need to some extent adapt to the one we face. The quality of the meeting between teacher and child affects whether the child will dare to express its thoughts and feelings. When teachers assume the child's thoughts and development, we can easily see the curriculum and the child's learning in a holistic perspective. The child finds it easier to learn new things when we as teachers assume the child's own thoughts. The relationship between child and teacher is important for the child's learning. In order to be capable of meeting these goals teachers are required to have an emotional maturity and development and the need to develop throughout life. We educators need to be better able to discuss and raise issues about how we handle our own emotions at work and what skills we need to be able to achieve these objectives. It can help us become a "bubbly enthusiast" who likes to work as a preschool teacher's, and finds the work developing and fun.

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  • 30.
    Backlund, Angelica
    et al.
    Södertörn University, Teacher Education.
    Etaat, Zahra
    Södertörn University, Teacher Education.
    Praktisk kunskap på fritidshemmet: Kan det defineras som en metod?2021Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We have conducted an empiric study where the practical wisdom and phronesis at after-school centers are investigated. The research questions are based on the teacher’s ability to relate to the subject and reason for their actions in real situations within the work. 

    For this purpose, these research questions were formulated: How do the leisure-time teachers reason about the possibilities of practical wisdom, and how can the practical wisdom be expressed at the leisure center? In order to collect data semi-structured interviews, observations and field notes were used. 

    The results of this research show that the leisure-time teachers get support from a method within the work area, rather than their experience in the profession. The essay is problematized in relation to method.

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  • 31.
    Backlund, Niclas
    Södertörn University, Teacher Education.
    "Varför kom vi olika yrkesgrupper inte så nära varandra som jag hade tänkt mig?": En vetenskaplig essä om fritidslärarens yrkesroll, med fokus på makt, etik och kommunikation.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har i min essä reflekterat och sökt efter vad min yrkesroll som blivande lärare mot fritidshem ska vara och innebära. I samband med detta har jag också funderat över vad min plikt är i en dilemma situation där mitt yrkesuppdrag som fritidslärare ställs mot ett annat delegerat uppdrag i form av resurs till en elev under hela skoldagen. Jag har undersökt problematiken med hjälp av tre olika teoretiska perspektiv: den första är Michels Foucaults teori om makt, det andre är Ronald A Rothams teori om status och den tredje är Immanuel Kants teori om pliktetik.

    I den första delen har jag kommit fram till att skolan är en arena för olika maktstrukturer där resurser fördelas till olika verksamheter där bland annat skolan och fritidshemmet ingår. Jag har också kommit fram till att makten finns i alla relationer på vår arbetsplats och det som har betydelse i hur makten används i relationerna kan vara utbildning och yrkeserfarenhet bland annat. Makten behöver inte heller vara negativ utan kan användas som en produktiv kraft i att skapa kunskap och att skapa motstånd. Med hjälp av Ronald Rothmans teori om status har jag kommit fram till att den tillskrivna statusen, som vilar på en yrkesgrupps föreställningar om en annan, gör gällande att vi fritidspedagoger/fritidslärare ser lärarna som att inte ha någon förståelse för vår verksamhet och att lärarna ser oss fritidspedagoger/fritidslärare som ska hjälpa till klassrummet som en extra resurs. Vad gäller den förvärvade statusen, förutsättningar för arbetet, så menar jag att lärarna har en högre förvärvad status än oss fritidspedagoger/fritidslärare genom att de har legitimation, en högre lön och en längre utbildning exempelvis.  

    I min tredje reflekterande teoretiska del resonerar jag hur Immanuels Kant teori om pliktetik kan hjälpa mig till att förstå vad som är min plikt i mitt dilemma. Jag kommer här fram till att plikten alltid finns där och den förhåller sig till det som är det rätta, och inte alltid det som andra kräver av mig. För mig som yrkesutövande fritidslärare konstaterar jag att detta innebär att jag måste göra min plikt gentemot mitt yrkesuppdrag då det båda gynnar elevernas bästa och verksamhetens bästa. I den sista delen skriver jag en fiktiv berättelse där jag återigen möter läraren Kristina och försöker med språkets hjälp förklara min yrkesroll tydligare nu med en större insikt om den ska innebära.

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  • 32.
    Baitar, Rami
    et al.
    Södertörn University College, Lärarutbildningen.
    Carlsson, Hanna
    Södertörn University College, Lärarutbildningen.
    Prövning av ett praktiskt verktyg för att främja likabehandling i skolan2008Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [en]

    The purpose of this study was to examine the laws, govern documents and guiding principals that are available for schools and their work regarding the work against discrimination, insulting and other forms of harassments, and then to form a method for the schools to implement this work in practice.

    The work to counteract discrimination, insult treatment and other forms of harassments should be done both in a short term and a long term. In this paper there is a presentation of a project, a set of lessons that was created and carried out as a trial. The project aims for conscious making among children and students in school regarding norm, deviation, discrimination and power and the fact that equal treatment is hard to achieve. The basic purpose behind the project is to offer a tool to schools and teachers so that they can decrease the possible gap between the laws and the practice of these laws by creating awareness among students and other teachers. The long term work for achieving equal treatment should be done on a political level. But at the same time one must learn to discuss the fact that there are and always will be power orders in school and all of society.

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    FULLTEXT01
  • 33.
    Barbus, Anna
    Södertörn University, Teacher Education.
    Allas lika rätt att gå i skolan: En essä om inkluderingsprocesser i praktiken2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my scientific essay is to examine how children with special needs should be included in school and after school center and which preconditions i have as a pedagogue to work with this. During my writing process, I have made my own thoughts and experiences visible by reflecting on them, and put them against other educationalists’ thoughts, discussed with other students and looked back through my own work experiences.

    The problem of inclusion is too common in our school and it has been interesting to work with what the literature has to say about the subject, and what experiences colleagues and co-students have had. Through the writing process I have examined the notion of inclusion, especially inclusion concerning children with special needs. The pupils behavioral problems affects classmates and me as a pedagogue at the after school center.

    In my work role in school and at the after school center i face inclusion processes with children with special needs, where my strategies do not work and where my reception does not have any effect. In the inclusionwork at a school, many different knowledge, properties and prerequisites are required in order for the educationalists to make the day bearable for the pupils, which the management has to give them.

    My conclclusion is that there is not one way to interact with people, the interaction needs to be formed individually. Every now and then I meet pupils where the way throught the school systems is not straight forward. To assist every pupil the teamwork among pedagogues key to reach the goal.

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  • 34.
    Bengtsson, Emelie
    et al.
    Södertörn University, Teacher Education.
    Ryttersson, Cornelia
    Södertörn University, Teacher Education.
    Tecken som alternativ och kompletterande stöd: En studie om hur förskollärare använder TAKK2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out the view preschool teachers have on sign language asalternative and complementary communication (in swedish TAKK stands for tecken somalternativ och kompletterande kommunikation) and how they use it in preschool activities. Tofind this out, we have conducted an inquiry survey and interviewed seven preschool teachers.Based on the material we gathered we will present in four sub-headings that indicate not onlyhow preschool teachers use sign language as alternative and complementary communication in preschool activities but also their thoughts and experience of it. We have used the socio-cultural perspective and Vygotskij, Dewey and Piaget as our theoretical starting points.

    The results of the study show that sign language as alternative and complementarycommunication is a complement to the verbal language and that children learn in socialinteractions. Furthermore, it facilitates when there are more users and also that they remind each other.

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    Tecken som alternativ och kompletterande kommunikation
  • 35.
    Bengtsson Nodén, Martina
    Södertörn University, Teacher Education.
    Ingen riktig lärare?: En studie om den dubbla yrkesrollen: Grundlärare mot fritidshem och i ett praktiskt estetiskt ämne2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is about the twofold role teachers in the after-school centers have if they also teach a practical aesthetic subject in addition to the after-school center. The thesis is based on six different scenarios that I, as a professional, have been involved in in my daily work. The essay aims to investigate the twofold role of teachers in after-school centers, in terms of the competence to teach a practical aesthetic subject. I explore concepts such as ethics of duty and professional ethics and link it to leadership and the importance of the subject of music. The questions I have asked are: What ambiguities are there for the school management in how they should set up the work for us who teach both in after-school centers and a practical aesthetic subject? In what ways can this possible ambiguity contribute to difficulties in the two-part professional role for me as an employee? Which solutions lie within myself and which lie within the employer? The most important result is that both management and teachers in the after-school center have a part in the responsibility to make the role sustainable. And that there will take some time for the new role to be a natural part of the Swedish school system.

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  • 36.
    Benjamin, Ramil
    Södertörn University, Teacher Education.
    Lärares praktiska arbete med utveckling av elevers läsförståelse: En kvalitativ studie om betydelsen av sociokulturellt betingade förkunskaper och erfarenheter i relation till elevers läsförståelse i årskurs 4–62021Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Introduction and aim: Culturally and socially conditioned prior knowledge of text content can constitute a significant factor for teaching reading comprehension. This relationship is made visible and has gotten more consideration in education. Therefore, this essay has aimed to investigate how teachers in the subject of teaching Swedish perceive and draw attention to the importance of students 'socio-culturally conditioned prior knowledge, with a focus on students' reading comprehension. Method: When conducting this study, interviews and observation studies have been carried out at two different schools where four interviews have been conducted with primary school teachers teaching pupils participating in grade 4-6. Results: The results show that the teachers notice that the lessons and the students' reading comprehension are positively affected by the fact that they have a certain prior knowledge about the text content. Therefore, teachers choose to work towards supporting students to link the text content to something they recognize. The teachers emphasize that vocabulary and language skills can complement reading comprehension if students don’t have enough prior knowledge, thus stating that a text can be understood by combining the linguistic knowledge they have, to gain a greater understanding of the text. The study results from the observations showed that all teachers review the students need for reading comprehension, which their respective lessons were based on. Conclusion: Teachers perceive socio-culturally conditioned prior knowledge as an important part of teaching reading comprehension. The teachers' working methods showed several support structures such as guidance and modeling of strategies through communication and interaction in teaching. It also showed that they are teaching the application of different strategies for reading and understanding fiction.

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  • 37.
    Benjamin, Ramil
    et al.
    Södertörn University, Teacher Education.
    Jourabji, Patrik
    Södertörn University, Teacher Education.
    Och sen... Och sen... Och sen...: En kvalitativ studie om undervisning av kausala termer för utveckling av muntlig resonemangsförmåga i samhällskunskapsämnet i årskurs 62020Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to investigate how the activity with causal linking words may contribute to developing pupils' oral reasoning skills in small groups. The empirical data has been collected through two qualitative research methods: open but passive observations and group interviews. The result has been analysed based on the presented theories and previous research. To investigate this purpose, two questions were formulated: 

    How can working with causal terms in combination with small group discussions help to develop pupils' oral reasoning skill? What is the significance of the interaction between the pupils for the way they work? 

    The activity used in the intervention, where the pupils had to put sentences together by placing concept cards and arrows, takes off in relevant previous research and the concept of collaborative support. 

    The result of the study indicates that the pupils feel that their causal reasoning is positively affected, by using linking words to develop their reasoning in small groups. However, there is still a need for pupils to learn about the meaning of linking words, and how to use them in the correct context. 

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  • 38.
    Bennetter, Teten
    Södertörn University, Teacher Education.
    "Säg förlåt nu, det är dags för lektion!": En vetenskaplig essä om barns delaktighet i sin egen konflikthantering2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    ”Say sorry now, it’s time for class” is a scientific essay written with the purpose of investigating to what degree we allow the pupils to take part in the process of solving conflicts. Do we let the pupil’s own thoughts, feelings and ideas be a part of the solution when solving conflicts or do we as teachers take over in these situations? The essay starts with a story portraying situation which is difficult to interpret that I have experienced in my profession in the afterschool care. The story depicts how teachers speak to pupils in different situations and how we talk to them when they are upset. The dilemmas I experienced in these situations are what brought me to this scientific essay.

    The method used in the scientific essay is writing with a hermeneutic approach, this means that I will focus on my own experiences and thoughts. I will reference literature and theories thereby deepening my reflections in order to learn from my own actions and evolve in my role as extended school teacher. Ross Greene’s theory of CPS (collaborative & proactive solutions) is the most prominent theory in this essay.

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    "Säg förlåt nu, det är dags för lektion!" - en vetenskaplig essä av Teten Bennetter
  • 39.
    Bergdahl, Lovisa
    Södertörn University, Teacher Education, Education.
    Educationally Connecting to the Past in Teaching in Philosophical Perspectives on Teacher Training2022In: Encyclopedia of Teacher Education / [ed] Peters, Michael A., Singapore: Springer, 2022, p. 607-611Chapter in book (Other academic)
  • 40.
    Bergdahl, Lovisa
    et al.
    Södertörn University, Teacher Education, Education.
    Langmann, Elisabet
    Södertörn University, Teacher Education, Education.
    Pedagogical publics: Creating sustainable educational environments in times of climate change2022In: European Educational Research Journal, E-ISSN 1474-9041, Vol. 21, no 3, p. 405-418Article in journal (Refereed)
    Abstract [en]

    The paper offers a pedagogical response to the complexity of sustainability challenges that takes the existential and emotional dimensions of climate change seriously. To this end, the paper unfolds in two parts. The first part makes a distinction between 'public pedagogy' as an area of educational scholarship and 'pedagogical publics' as a theoretical lens for identifying certain qualities within educational environments, exploring what potential this distinction has for rethinking public pedagogy for sustainable development. Turning to Bonnie Honig (2015) and her call for creating 'holding environments' in the public sphere as a response to the democratic need of our time, the second part translates her political notion into an educational notion asking what fostering pedagogical publics as holding environments might involve. In relation to sustainability challenges, it is suggested that an environment that 'holds' people together as a pedagogical public has three main qualities: a) it makes room for new rituals for sustainable living to be developed in order to offer a sense of permanence; b) it invites narratives that can frame sustainability challenges in more positive registers; and c) it reinstates an intergenerational difference that serves to give back hopes and dreams to adults and children in troubling times.

  • 41.
    Bergfors, Adrian
    Södertörn University, Teacher Education.
    De bara förutsätter att vi ska vara där...: En kvalitativ studie om hur grundlärare med inriktning mot fritidshem uppfattar sin arbetssituation2020Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to examine through qualitative interviews leisure-time teachers view on their work environment and work situation, how they are affected by it and whether they believe it can be influenced. In the study, five active leisure-time teachers at different schools are interviewed about their professional practice and work situation. In the analysis of the empirical material, Aaron Antonovsky's theory of sense of coherence or SOC with comprehensibility, manageability and meaningfulness is applied. The result shows that leisure-time teachers consider that shortcomings in their physical work environment and finances limit the conditions for carrying out their work. What mainly limited and affected the leisure-time teachers was the psychological work environment where their workload was heavy and they felt they constantly needed to be in line with the primary school teacher and be available. This caused various symptoms of stress and frustration. Finally the leisure-time teachers present different approaches for influencing their work situation.

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  • 42.
    Berglund, Hannes
    Södertörn University, Teacher Education.
    Lärares motivationsfrämjande arbete inom läsundervisningen i svenska årskurs 4-6: En studie baserad på observationer av fyra lärares arbete inom svenskämnet2022Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    As Swedish students´ reading comprehension is in decline and reading is getting less space in the lives of children and young people, a large responsibility is placed on the school to promote students’ motivation to read. For that reason, the purpose of this study has been to examine how teachers promote students’ motivation to read fiction. The study has been conducted by using a model called Model of reading development to observe aspects of teacher’s actions and teacher’s choice of activities and tasks, which can be considered to promote student’s motivation to read. The study has been based on seven concepts, and these have been used as criteria for what can be considered to promote students’ motivation to read. In order to explore how teachers promote students’ motivation to read, this model has been used to analyse observations of four teachers’ who teach the subject of Swedish grades 4-6. The results show that all concepts, in the model called instructional processes, are somehow expressed at some point in the four observed teachers’ lessons. The study also shows that many different aspects of the teachers’ action and activities can function as motivational promotion and the observations showed that these activities and actions vary depending on the type of lesson and its planning. Regarding to what teachers do which can be considered as motivational, the study found that all teachers used modelling for students and activities were students had to collaborate with each other. All the teachers in the study also gave the students praise for effort and progress.  

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  • 43.
    Berglund, Jenny
    Södertörn University, School of Historical and Contemporary Studies, The Study of Religions.
    Publicly Funded Islamic Education in Europe and the United States2015Report (Refereed)
    Abstract [en]

    Islamic religious education in the United States and Europe has become a subject of intense debate after Muslims raised in the West carried out attacks against their fellow citizens. People worry their governments are doing too little or too much to shape the spiritual beliefs of private citizens. In a new analysis paper, Jenny Berglund explains the differences in publicly funded Islamic education in nine European countries and the United States. 

    Berglund lays out the religious education framework of each country and explains the state policies governing the teaching of Islam in public schools. State involvement, Berglund writes, ranges from sponsoring religious education in public schools to forgoing it entirely. The policies vary according to the national political culture of each country, as well as the historical and religious norms that shape public perceptions and debates over religious education. 

    In Germany and Austria, many public schools teach Islam to Muslims as a subject within a broader religious curriculum in which parents can choose their students’ religious courses. In the United Kingdom and Sweden, public schools teach Islam as an academic subject, and train teachers through comparative religious studies departments in universities. French and U.S. public schools do not teach religion, although students can lean about Islam in subjects such as art, history, or literature.

    Despite the diversity of these approaches, Berglund notes three good practices that apply across the board:

    1. Establishing rigorous academic standards of training for teachers of religious education courses.
    2. Providing factual textbooks informed by academic scholarship, both for Islamic religious education and non-confessional school subjects that teach about Islam. 
    3. Building upon current curricular and pedagological best practices through international exchange and dialogue of scholars.

    By adopting these practices, Berglund argues, governments can further their citizens’ knowledge of important aspects of the human experience and promote inclusive citizenship and respect.

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    Publicly Funded Islamic Education in Europe and the United States
  • 44.
    Bergström, Malin
    Södertörn University College, Lärarutbildningen.
    Elevråd: Elevrådsarbete i två skolor2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The purpose of this thesis is to determine whether the student councils at two schools really have the power to influence, or if it is a matter of mock democracy. I wanted to determine how the student councils work in reality. I conducted my investigation through personal and qualitative interviews with the board of the student council, a social studies teacher and the principle/school management at both schools. After the interviews I compared an analysed my findings. The results show that the two schools work very differently when it comes to studentdemocracy, and even have very different levels of ambition when it comes to the degree of influence that the student council should have at their respective schools. Still, in reality the council at both schools function much the same. They are not fully functional and don’t manage to accomplish much, other than basic things like what the school should look like or which shirts the council should have. My opinion is that there seems be some extent of mock democracy at one of the schools, but that at the same timed there is the need to further examine and determine what studentdemocracy really means today, and should mean in the future, in the context of student councils. Otherwise the schools will never have a fully functional student council.

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  • 45.
    Biberg, Madeleine
    et al.
    Södertörn University, Teacher Education. 840602.
    Hashimoto, Sophie
    Södertörn University, Teacher Education. 751031.
    ”Djungelns lag i stora barngrupper”: En kvalitativ studie om anknytningens betydelse för de yngre barnens trygghet på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose

    The purpose of the study was to examine the educator’s thoughts and experiences regarding the term “attachment”. Similarly, we wanted to find out what strategies educators use to create comfortable and secure relationships for the younger children within the large groups of children. According to this purpose, we have formulated the following questions:

    • What experience has educators in working with large groups of children?
    • How do educators perceive the term attachment in relation to the younger children in preschool?
    • Which known strategies the educators use to ensure the younger children’s security within the larger group?

    Method

    We have, with a qualitative method, interviewed six educators at three preschools in different municipalities. As a complement to the collected data, we made observations at two of the preschools. Our greatest focus and importance have been on the empirical evidence from the interviews conducted.

    Theory

    In our study we have taken the support of Bowlby's “attachment theory” which highlights the importance of close emotional relationships and we also used current research in the field. We have chosen to assume only this theory because we believe that it corresponds to the study's main purpose, namely children's secure attachment.

    Results

    From an attachment theory perspective that emphasize the importance of close and emotional relationships for the individual child's development and comfort, one of our results indicates that large groups of children complicate the educators ability to meet the individual child's needs on a daily basis. Based on the interview material it became clear that all educators agree on the importance of being a calm and present educator in the attachment work with younger children. Our results indicate that strategies such as dividing large groups in to smaller ones, as well as a structured working team, are important factors in order to tie in with all children within the larger groups. Most educators emphasize that an inspiring environment that raises the child's curiosity and exploration, promotes the child´s sense of security at the preschool.

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  • 46.
    Birksjö, David
    Södertörn University, School of Social Sciences, Business Studies.
    Undervisningsdebuten – som man frågar gråter svaren2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 57-69Chapter in book (Other academic)
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    Undervisningsdebuten – som man frågar gråter svaren
  • 47.
    Bjerstedt, Kristin
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Är det ens möjligt?: En essä om lika villkor i förskolan.2017Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    This essay starts with a story about the children Anna and Martin. The story depicts how children can end up in different contexts and provide different conditions in the same preschool depending on what child perspective and ability to adhere to the individual child's needs as the work team and the leading preschool teacher. This difference is highlighted and discussed from an equality perspective that emerges in three research questions: How do the principal and preschoolers interpret the concept of equivalent conditions? How do the principal and the various preschool organizations work to create kindergartens that work for the best of the children and for equal conditions for the children? How do preschool teachers work with this issue in the business?

    A minor qualitative study has been conducted through interviews with a representative from the principal (municipality), a preschool manager, and two preschool teachers. The purpose has been to seek answers to these questions as well as to give a perspective on the story of Anna and Martin.

    After reflection and analysis of the informants' responses and by studying what current research says on the subject, it has been found that equivalent terms are a term that contains many factors. This includes skills, education, and financial resources. A key factor that clearly shows that children are offered equal terms is the ability of the teacher to apply practical knowledge. The pedagogue must be able to establish close relationships with the child and respond to the needs of the child. A skill that some have more of than others.

    However, the social debate and the informants answer that in the development work at preschools, this issue is not prioritized. Instead, the focus is on an increased requirement for learning goals in traditional subjects. The concept of conceptualization is lifted due to the increased demand for learning and the question of what knowledge is essential to lead a rich life. Can there be other values that are more important as the technology society offers tools that make some subjects unnecessary?

    An analysis based on Bronfenbrenner's ecological system theory shows that the debate about increased learning brings impact from social debate and trends to the activities where it meets the child. However, the impact is perceived to be greater from trend to government and from government to principal but weakened as it comes to preschools and educators in the business. A clearer goal picture and training and support efforts are demanded for both active educators and preschool leaders, but also a salutogenic approach, instead of focusing on shortcomings, building on what's positive and creating upward energy spirals. Networking and educational guidance are seen as effective tools for development processes and the focus should be on supporting the development of educators' relationship-building abilities as well as how the children's individual needs are met.

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  • 48.
    Björk-Lindberg, Nicolas
    Södertörn University, Teacher Education.
    Kalla vindar: En vetenskaplig essä berörande demokrati, etik och ledarskap i skolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 49.
    Björkqvist, Johanna
    Södertörn University, Teacher Education, Teacher Education and Aesthetic Learning Processes.
    Musikspår: En studie av musik i förskolan2023Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Title: Musical tracks – A study of music in preschool

    This study is based on my professional experience of music being played in a preschool context. The aim of the study is to examine if and how music played at preschool could be a “meaning-making” activity. The theoretical starting point is the concept of musicking developed by Christopher Small (1998, p. 9). In this concept the meaning of music is created through musical activities such as listening, performing and dancing. I have focused on how listening expresses itself in children's activities when music is played in the background. The data was gathered at two Swedish preschools in the spring of 2023. Through observations of children's activities when recorded music was playing in the background, I discovered different “meaning-making” in the children’s actions, words and drawings. I also used drawing as a method to gather data while observing the music activities. The results are presented through two categories, passive and active listening. Passive listening is described as activities that produced a more subtle bodily resonance and when a resistance to the background music or a preference for silence was expressed. Active listening is described when the listening is manifested through music such as sound images, dance, performance and/or creation of music. The study shows how creation of meaning occurs between children, preschool teachers, rooms, and materials where relationships are explored together with music. The results are analysed and discussed based on previous research where music selection is highlighted, which can be seen as one of the preparatory activities of musicking. Focus is on relational and subjective listening. In conclusion, the research, show along with the concept of musicking, that the view of music education can be broadened.

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  • 50.
    Björkum, Emma
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Å ena sidan, så är vi helt oumbärliga, å andra sidan så behöver vi ingenting”: En kvalitativ studie av hur fritidspedagoger upplever att deras yrkesroll påverkats av att fritidshemmet blivit en del av skolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.

    The study is based on interviewes with four leisure-time pedagogues, who all have been working before—and therefore have experienced the time before—during and after their establishment moved in to school.

    These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.

    Some of the pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school. They also mean that this counteract the aims and guidelines of what school should offer the pupils in forms of education, security and social development.

    Findings of the study also suggest that the leisure-time pedagogues experiences their profession to be subordinated teachers. How well the pedagogues experience cooperation with teachers seems to be connected with how they experience their own profession’s status in relation to school leaders and teachers in their workplace.

    In conclusion the pedagogues’ work and profession is highly influenced by their new context, which is differently experienced depending on the status of the profession in the specific sociological field, how big groups of pupils they work with, how small the surfaces which they work within are and the practical work of the pedagogue.

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