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  • 101.
    Karlsson, Stellan
    Södertörn University, Teacher Education.
    Ämneslärare i lågstadiet – framtidens modell?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study deals with different teacher models in primary schools. The aim of the study is to explore and evaluate teachers’ experiences of a transition from a traditional class teacher model to subject teachers. The emphasis is on the relations between teachers and pupils, differences in the teachers’ workload, the guardians’ attitudes and teacher contact, as well as the significant pros and cons of the subject teacher model from the teachers’ perspective. The method used is qualitative interviews with five subject teachers from two different schools, one small and one large, working with grade 1–3 pupils. Follow-up interviews were conducted one year later.

    The results show that the increase in the number of teacher–pupil relations was regarded as beneficial for both groups. Guardians’ initial concerns regarding teachers’ lack of comprehensive views of the pupils’ performances faded away as the pupils showed positive attitudes in general towards a multiple-teacher model. Teachers experienced a reduced workload due to fewer subjects to teach which could give room for more individualized teaching. The responsibility for the contacts between the school and the guardians was shared among the teachers in form of mentorships.

    The identified disadvantages included stressful situations and disturbances when changing classrooms, and less fixed routines in general which may cause stress for pupils with special educational needs. Teachers’ overall experiences of the subject teacher model were positive in general. According to their experiences the conditions for a successful implementation of a subject teacher model at primary schools are better at a small scale school. Further, such a model may not be optimal for every pupil at primary level. In particular children with special needs may require a more rigid teaching situation with a single class teacher to attach to. The study has identified a number of pros and cons of a subject teacher model compared to a traditional class teacher model.

    No conclusive arguments have, however, been found for placing one model above the other.

  • 102.
    Karlsson, Susanne
    Södertörn University, Teacher Education.
    Kommunikation och samspel: En studie om lärarnas val av arbetssätt vid muntlig kommunikation och talängslan2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 103.
    Kauppinen, Christer
    Södertörn University College, Lärarutbildningen.
    Bland barn, lasersvärd och lejon: Hur förhåller vi oss till och tar tillvara barns kulturella erfarenheter?2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay, with the title: Among children, laser swords and lions. – How do we approach and utilize the cultural experiences of children? is an approach to participate in a scientific discussion in the field of cultural experiences. This text is an attempt to show the importance of paying attention to, how children express themselves, and place their activities in social and cultural contexts. By doing so and approaching children and their activities with an intercultural point of view, I can use my new found knowledge and use it to stimulate their future learning progresses in different fields. This could also be used to help me as a preschool-pedagogue to notice differences in behaviour among children. By approaching this topic from an intercultural point of view, I can receive knowledge or understanding of why these differences occur.

  • 104.
    Kayij Agontinglo, Sandra
    Södertörn University, Teacher Education.
    Med rätt ”glasögon” finns matematik överallt: En kvalitativ studie om barns matematiska lärande kopplat till förskolans innemiljö2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate how children's mathematical knowledge is promoted in interaction with the environment and how the environment is important for children's mathematical learning from a socio-cultural perspective. The intention is also to consider pedagogue’s views on the environment and how they work with mathematics in everyday life. The methodological approach is qualitative, and all data collection is collected through qualitative method. The survey was conducted at three different preschools using observations and interviews. What was observed was the children and pedagogues who were in the environment. The result shows that children learn math when interacting with the environment, all material does not have to be mathematical, but it becomes mathematical when it invite mathematical thinking. The pedagogues see the environment as the third pedagogue which relates to Reggio Emilia philosophy. In this philosophy, the environment is referred as the third pedagogue. The pedagogues are of great importance as it is important that they raise and visualize mathematics in everyday life.

  • 105.
    Klaasma, Susanne
    Södertörn University College, Lärarutbildningen.
    Vem bestämmer vilken historia som är min?: Kvalitativ undersökning av processen som föranligger uppkomsten av kurs- och ämnesplanerna samt kunskapsbegreppet för Historia A på gymnasiet2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim for this research was to analyze the process in which new school programs arise. To fulfill this aim an institution analyze was made where different powers where analyzed. As part of this research the word knowledge in two different school programs was analyzed, in order to point out words with an ideological construction. These two methods made the research comprehensive and essential. The result of this research was that the process in which school programs arise is bureaucratic and several powers are assessorial in the process. Based on this the school programs can be seen as an exertion of political power. Another result is that the word knowledge in the school programs is coloured by the political discourse and the political compromises reigning at the time for the designing of the school programs.

  • 106.
    Klerkefors, Sarah
    Södertörn University College, Lärarutbildningen.
    Det finns en hel karta av påverkansmetoder: Gymnasieelevers påtryckningar i betygssättningsprocessen2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [en]

    The setting of pupils' final grades in the Swedish upper secondary school system is the responsibility of their teachers and once grades are set, they are not open to appeal. This can be compared with the British system where an external, central examination board sets the final grades based on the result of externally marked examinations (A-levels). These grades are then open to appeal if it is felt that an injustice has been made.

    This research paper has been an investigation into how pupils in one Swedish upper secondary school attempt to influence their teachers in the grade-setting process and how these teachers are affected by these different methods. Five teachers in total were interviewed in a qualitative case study. The study has also taken up the controversial issue of how grades, which are set individually by thousands of teachers across the country, can be deemed to be fair and equivalent.

    The study revealed that pupils employ many different methods when trying to influence their teachers in the grade-setting process e.g. bribery and negotiation, threats of physical violence, psychological pressure and blackmail as well as flattery. It was established though, that out of all the interviewed teachers, not one of them claimed to have been influenced by the pupils' behaviour. However, all the teachers admitted that their emotional wellbeing was affected negatively in one way or another by the psychological strain.

    Finally, whilst the study showed that the interviewed teachers set grades fairly and equivalently in that they were not influenced by the pupils' behaviour, none of them believed that the system had a chance of functioning effectively on a nationwide basis due to grading discrepancies occurring between teachers and schools.

  • 107.
    Krishnaswamy, Rosemarie
    et al.
    Södertörn University College, Lärarutbildningen.
    Kassman, Per
    Södertörn University College, Lärarutbildningen.
    ”Vad gjorde kvinnorna när männen skrev historia?”: En analys av gymnasieskolans läroböcker i historia2008Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    Abstract [en]

    During our teacher training, focusing on history and Swedish at further education level, we have noticed a discrepancy in the way history is portrayed in further education and higher education literature. Accounts of historical ideas, events and developments have often wrongly been depicted as non-gender specific, that is, of equal relevance to both men and women. To what extent is it made clear in further education textbooks that Rousseau’s treatise on education was exclusively aimed at the male gender, and how are the gender-specific aspects of his ideas described? What role and space are set aside for women in the accounts of the struggle for the universal right to vote in Sweden at the turn of the century in 1900, and how is the unions’ initial exclusion of female workers portrayed? Focusing on the above historical events and developments, this study aimes to examine whether or not gender-specific issues are described as gender neutral in a selection of history textbooks for further education published in Sweden between 1982 and 2003.

  • 108.
    Kronman, Celie
    Södertörn University, Teacher Education.
    Diagnosens kraft: En vetenskaplig essä om normalitet och avvikelse i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this scientific essay is to illuminate perceptions and interpretations about children's deviant behavior and how it affects the educators attitudes towards these children. The starting point for the essay is two different self-perceived situations where I experienced that "deviant" behavior and behaviors that causes trouble, referred to as “trouble-making” behaviors, quickly and carelessly identifies as consequences of the neuropsychiatric disability ADHD. The “diagnosis-label” creates a feeling of uncertainty for me because I know from experience that it provides more support and understanding of children's behaviors. At the same time, the instant association to ADHD leads to disregarding of other factors that generate "trouble-making" behaviors. The "problems" are not always connected to a disability, but a diagnosis of a disability provides, in reality, faster, more structured and well-designed support for the child compared to a child who shows "trouble-making" behaviors without a diagnosis. Therefore, it is interesting to investigate other circumstances that can create "trouble-making" behaviors and question function of the diagnosis as a creator of greater understanding of these behaviors.

    I would like to highlight different perspectives of behaviors that are perceived as deviating and negative, to create opportunities for educators to provide children support without the need of a disability to explain the reason why the child needs support. Greater knowledge of children's "trouble-making" behaviors can lead to more personalized support actions for the child, and to an understanding of how interpretations and prejudices influence children's ability to develop advantageous strategies for managing individual difficulties.

    The survey is based on the questions:

    1. What is “abnormal behavior” in preschool children?
    2. Can there be other causes of "trouble-making" behaviors than consequences of a neuropsychiatric disfunction?
    3. What significance does a formal diagnosis have for preschool children?
  • 109.
    Köping Olsson, Ann-Sofie
    Södertörn University, School of Social Sciences, Business Studies.
    Om att tänka fram sin kunskap2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 95-111Chapter in book (Other academic)
  • 110.
    Köttö, Emmi
    Södertörn University, Teacher Education.
    Små barn gör inte så: Pedagogers uppfattningar- om och erfarenheter av mobbning i förskolan2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine how it comes that bullying in preschool is discussed in so small amounts and why the term bullying seems to have an age limit to it. This studies questions are: how does preschool teachers define and identify bullying and how is the term used in preschool? Why does bullying occur according to preschool teachers? Do preschool teachers use elaborated strategies to handle difficult situations that could be seen as bullying according to certain definitions? Does bullying exist in the preschools where the interviewed preschool teachers work? This study is based on qualitative interviews with preschool teachers at their individual preschools. The study shows that preschool teachers define bullying as negative actions, that can be both conscious and non-conscious.  The study also shows that the preschool teachers do not use the term bullying when addressing childrens behaviour or when discussing negative actions among the children with them. The main reason for not using the term bullying is the belief that the term itself is too complex for children in preschool to understand. The participating preschool teachers believe that the reason for bullying among children is lack of unity and social status. Based on this study preschool teachers do not use any specific strategies to handle difficult situations and bullying in preschool, instead they use tools like books, EQ as an approach and children’s owns equal plans. According to two out of five preschool teachers there is no bullying at their preschool.

  • 111.
    Laayab, Chayma
    Södertörn University College, Lärarutbildningen.
    En givande undervisning i problemlösning för andraspråkselever: En studie i årskurs 3 vid en mångkulturell skola i södra Stockholm2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Thanks to I have got to explore different teaching ways around the problem solving in a year 3, in a multicultural school which is located south of Stockholm, I have been able to answer my question at issue in my degree work. My question at issue on this investigation and the purpose with my degree work was to explore different teaching ways that promotes pupils with another mother tongue than Swedish, to develop reading comprehension and to get a better understanding of mathematical concepts in problem solving tasks. On this investigation have I chosen to teach these pupils to explore, reach and gain a deeper understanding of what teaching about problem solving promotes these pupils. I have when it concerns choice of method and material collections assumed from a qualitative investigation and gathered the material with help from participation notices and interviews. 

    I have in my investigation reached the conclusion that those pupils with another mother tongue than Swedish developed reading comprehension and got a better understanding of mathematical concepts in problem solving tasks by being taught in a creative and varied teaching. A creative and varied teaching as I taught those pupils in contained:

    • the pupils had to work with living-related problem tasks
    • the pupils had to work in pairs to resolve problem solving
    • the pupils had to work in larger groups to resolve problem solving
    • the pupils had to work in a creative way, by writing and drawing pictures and do their own mathematical fairy tale in problem solving
    • the pupils had to work with manipulatives to resolve problem solving in half classes.
  • 112.
    Lanneros, Jenny
    Södertörn University, Teacher Education.
    "Språk föder litegrann språk": Möjligheterna för flerspråkiga barn att utveckla sitt modersmål i förskolan och pedagogernas arbetssätt i främjandet av detta2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate the ability of multilingual children to develop their mother tongue in preschool and what language developmental methods the pedagogues use to contribute to this. To answer this, the questions were broken down to investigate the availability of mother tongue support, how the pedagogues draw attention to children’s different native languages in the business, and what language developing approaches they use.

     

    Through interviews with active pedagogues in pre-schools, the different conditions under which children are being supported in developing their mother tongue, how the mother tongue is highlighted in activities, and the different teaching methods of the pedagogues to develop children's languages is made visible. The study's results showed that pre-schools are aware of the importance of the mother tongue in language development and therefore offer the children some form of mother tongue support. They also try to help children learn each other's mother tongue and cultures to show openness to each other, but also gave examples of many different language developing ways of working.

     

    To provide children with a language rich environment through interaction and conversation is the prerequisite for a good language development. By doing this in a language relevant for the child, pedagogues can provide support and opportunities for the child to develop their mother tongue, which facilitates secondary language learning.

     

    The idea is to contribute knowledge and awareness about how pre-school pedagogues should and need to work with the mother tongue development of multilingual children to support the development of a second language

  • 113.
    Larsson Segerlind, Tommy
    Södertörn University, School of Social Sciences, Business Studies.
    Reflektioner över en invand seminariekultur2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 157-173Chapter in book (Other academic)
  • 114.
    Lejon, Rebecca
    Södertörn University, Teacher Education.
    Robotar som svär eller har läppglansfingrar: Genusgestaltningar i två skönlitterära verk för mellanåldern och deras anpassning i svenskundervisningen2019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine, from a gender perspective, fictional books self-selected by middle-aged children. The aim of this is to test how these books function in Swedish studies to promote equality between students. In order to help investigate the purpose, two issues have been formulated: “Which fictional books do middle-aged children read today?” and “How do these books portray gender?”

    The method that is used is a quantitative survey where students in year 5 answered which fiction book is their favorite. Based on the answer from the survey a top-three list of the books girls, and boys, has named as their favorite have been compiled. The book that ended up at the top of each list has been reviewed and analyzed from a gender perspective, which is the theory that is infusing the entire study. The results of the study showed that gender patterns and gender stereotypes are a common occurrence in the books. The gender patterns that emerge are a division between the sexes where men are over-represented. The same type of gender patterns also appeared in the areas of activities and qualities where boys are portrayed as active, violent and rational, while girls are portrayed as passive, emotional and caring. In conclusion, this study urges that it is important for teachers to have an idea of how the most self-selected fiction books portray gender, because the books middle-aged children prefer to read do not brake traditional gender patterns. The books that have been analyzed in this study are Glasbarnen by Kristina Ohlsson and Dagbok för alla mina fans: Gregs bravader by Jeff Kinney.  

  • 115.
    Lennartsson, Martina
    et al.
    Södertörn University, Teacher Education.
    Weckström, Mia
    Södertörn University, Teacher Education.
    "Dom är så vana att bli fotade och därför säger dom inte nej!": En kvalitativ studie av förskollärares beskrivningar av ett dilemma i dokumentationsarbetet i förskolans verksamhet med fokus på etiska aspekter2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is stated in the preschools curriculum that all preschool teachers should document every child's progress while at the same time respecting their physical and personal integrity while documenting. The purpose of the study is to investigate the possibilities of preschool teachers to take ethical standpoints while documenting. We have investigated what the purpose is with documentation and who the documentation is for, how preschool teachers describe their way of documenting and whether they take ethical positions while documenting and if so which ones. The method of this study is qualitative and our empirical material consist of six interviews with six preschool teachers on five different preschools. We have used the theoretical framework of the concepts child perspective and children's perspective, as well as realistic visual norms and relativistic visual norms in order to analyze our empirical material. We have concluded that the preschool teachers rarely make the children aware that they are being documented. Partly due to their unwillingness to disrupt the children's activities and thereby lose out on making children's progress visible, which is the entire purpose of documentation. Partly because they so rarely encountered children who have clearly shown that they do not want to be documented, which the preschool teachers believe is a result of the modern society and children being accustomed to be photographed and filmed. In our final conclusion our research demonstrates that it becomes difficult for preschool teachers to meet both curriculum goals simultaneously, to document each child's progress and to respect children's physical and personal integrity.

  • 116.
    Lernberg, Åsa
    Södertörn University, School of Culture and Education, Centre for Studies in Practical Knowledge.
    Låt de yngsta barnen få möta demokratin i förskolan!: En vetenskaplig essä om förskolans demokrati-och värdegrundsarbete med de yngsta barnen i förskolan2019Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    The objective of this thesis is to investigate how to work with values and democracy in practice, when working with early childhood education and care. The thesis is presented as an essay, where the framed questions are considered using several different perspectives. The types of questions raised address issues such as the educators' attitudes and approaches, the individual's position within the group and how democracy and care are intrinsically integrated with each other.

    The issues are considered and discussed in part through formative texts from the author’s own experience, and in part through a theoretical in-depth study of the principles of democracy in the context of raising children, education and teaching, and additionally, through participatory observations of children in four different groups, five times, with ages ranging from 1-3 year olds. The thematic analysis considers the children's opportunities to meet democratic values ​​in many of the situations that in preschool would be categorised as care. The educators’ role in acknowledging and confirming the children within the group in conjunction with creating an awareness of each other's choices, differences and competencies is also considered. The concluding thoughts are that democratic values, such as inclusion, consideration and respect, can be strengthened and acknowledged for the children through the educators' knowledge and awareness. By including work with values as learning objects, educators can create more opportunities in early childhood education and care to meet and develop democratic values.

  • 117.
    Leskinen, Therese
    Södertörn University, Lärarutbildningen.
    Att reparera en skadad själ: Om adopterade barn i förskolan2011Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My aim with this thesis is to discuss how adoptees and adoptive parents may experience the time before, during and after the adoption process and how they can feel about their and their children’s situation when they start at the preschool. I will draw on my own experience and knowledge from having an adopted son, as well as on my complex but rewarding work with an adopted child in preschool. As part of my preparation for writing this thesis I have visited a lecture of adopted children in preschool and interviewed a parent of an adopted child that is in preschool. Through this thesis, I have arrived at a picture of the dilemmas that educators and adoptive parents may face during the induction of an adopted child in preschool, and how essential it is with experience and education of adopted children in preschool.

  • 118.
    Levander, Ann
    Södertörn University College, Lärarutbildningen.
    Samverkan mellan bibliotekarie och lärare kring elever med dyslexi: En intervjustudie av fyra bibliotekariers erfarenheter kring elever med dyslexi och samverkan med lärare kring dyslektiska elever  2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This research focus on key groups; students with dyslexia, librarians and teachers, and interaction between these two professional groups regarding students with dyslexia. In searching for the exchange of knowledge and experience to meet dyslexic students needs, I have in this study turned the attention to librarians and their experiences with students with dyslexia.The purpose of the research has been through semi-structured qualitative interviews with four librarians, to explore and describe how they experience their work, in working with pupils with severe reading and writing problems, dyslexia, and interaction with teachers on this user group. The qualitative approach in the gathering of the empirical evidence is based on a desire to have an indepth and thoroughly understanding of the librarians experience.All informants in this study indicate that they see it as a natural part of their duty to keep themselves updated about dyslexia and what materials to suit the dyslexic user group. The informants have knowledge of dyslexia and have great knowledge and keep abreast on the latest technology of compensatory aids - alternative tools.The informants have primary a consulting and supply function for teachers and dyslexic students, where they are consulted on  suitable material in both fiction and facts in various disciplines. The informants highlights the importance of planning and preparation time to find suitable material, as audio books or easy read, so students who have a need for this also can be provided. They also have a major role in seeking information, then todays school is very demanding on the students to seek information themselves. The informants experience is that this requirement pose serious difficulties for dyslexic students.There is some discrepancy in the informants role depending on the library that they are employed at, where assignments and resources are of importance. Interaction between teacher and librarian occurred in a greater proportion with the secondary scool librarians than with the municipal and city librarian. Secondary school libraries are direct target at school activities and assignments and secondary school librarians are situated in school. They have transparency and participation in school activities, facilitating the work to catch up and assist the dyslexic students needs, as well as interaction with teachers and school staff.The informants desire greater interaction and requested guidance to specify their work both on their own behalf, but above all to be clear externally. Since their experience is that teachers have little knowledge of what the library and the librarian may contribute with as resource in general and in particular for students with dyslexia and compensatory aids. This was particular the teachers who are referred to the municipal and city library, ie. those teachers who do not have the librarian in their immediate vicinity. The informants request more knowledge from the teachers regarding librarian skills to utilise the libraries potential as a collaboration partner.

  • 119.
    Lewensjö, Marie-Louise
    Södertörn University, Lärarutbildningen.
    Mobbning i skolan: En studie om omfattningen av mobbning riktad mot funktionshindrade och orsaken till detta2011Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bullying in schools is a big social problem in today’s society and it affects the children exposed in a very negative way. The aim of my paper is to find out if there is a group of students who gets bullied by other students more often than others. I want to study if children with functional disabilities get more bullied than children without functional disabilities and,if this is the case – why is it so?

    My questions are:

    • Are children with functional disabilities particularly exposed to bullying?
    • How is bullying prevented?

    In order to get my results I have made three qualitative interviews and analyzed two debate articles concerning bullying of the disabled. My theoretical approach emanates from social constructivism where relations between people are built on lingual interaction. Furthermore, I have raised the topic of social development. In order to achieve a healthy social development it is important that children feel that they belong to a group. In my paper, I have come to the conclusion that children with functional disorders probably are bullied more often than other children, especially those with a mental disability. A child with a social divergent behaviour is often considered strange among other children, and this may be a reason for bullying. School staff must prioritize their efforts to actively prevent bullying in their daily work. According to my opinion they must pay special attention to those who bullies when they carry out this preventive work.

  • 120.
    Lidzén, Linda
    Södertörn University College, Lärarutbildningen.
    Läxhjälpen: tidsstjälare eller en resurs för elever att nå målen?: elevers, lärares och rektors uppfattning av läxhjälpen på en gymnasieskola i Stockholm2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For most pupils homework is a natural part of school and their education and there are several providers of homework assistance: the pupil's parents, sibblings, friends, Internet forums, hired private tutoring, non-profit organisations and at times even the pupil's school. This study has investigated the use of the school-based homework assistance programme at the Upper Secondary School of Psychology in Stockholm and why the programme is not more frequently used by its pupils. The school offers homework assistance two hours each Thursday afternoon, with at least two teachers being present to tender for the school's 127 pupils. The cost of the programme has been estimated to approximately 12 500 Swedish kronor per week. Through the main use of a questionnaire given to both the school's students and teachers, as well as an interview with the school's headmaster, this study will show that despite receiving the opportunity few pupils take part of the programme on a regular basis. Although approximately seventy percent of all pupils claim to have attended the program at least once during the springterm, the main reason has been to re-take tests and not to receive help with their schoolwork. The school's main purpose with the homework assistance programme is to give all its pupils the same opportunity to receive help with their studies and thus reach the national goals. However, some pupils find both the programme and homework in general to be a waste of their leisure time. This study shows that the pupils. use of the homework assistance programme most often is connected not only to individuals' needs for extra assistance with schoolwork, but also with their own maturity and insight of the responsibilities they have towards their studies.

  • 121.
    Lindberg, Camilla
    et al.
    Södertörn University College, Lärarutbildningen.
    Wennefjord, Carina
    Södertörn University College, Lärarutbildningen.
    Lärande möten: En fallstudie om hur alla involverade parter:elever, vårdnadshavare och pedagoger uppfattar2008Independent thesis Basic level (degree of Bachelor), 20 points / 30 hpStudent thesis
    Abstract [en]

    The purpose of this case study is to see how all the involved parties; students, custodians and teachers look upon ”A meeting of learning – personal development dialogue that is led by children and young people”, on a school south of Stockholm. Our questions at issue were to see what the students had learned from their personal development dialogue, if the custodians had received all the information they expected to get from a personal development dialogue, and last but not least if all the involved parties; students, custodians and teachers, wanted to continue with this model? We used interviews and paper questionnaires to collect answers to our case study and the questions at issue. In both the interviews and paper questionnaires we could see that an overwhelming majority had a positive opinion about students leading and “owning” their personal development dialogue, especially the students themselves. In their own comments they express that this experience has been fun, instructive, exciting and that they have developed their skills in; taking their own responsibility, planning, becoming aware of their knowledge and proficiency and what they need to improve, and making presentations about themselves.

    A few custodians expressed that they hadn’t got all the information they expected from a personal development dialogue, things like more contact and more feedback from the teacher.

    Over all 87% wanted to continue with this type of personal development dialogue that is led by children and young people.

  • 122.
    Lindeberg, Sverker
    Södertörn University, Teacher Education.
    Naturen och staden: En vetenskaplig essä om utomhusmiljö som lärmiljö i förskolan, med ett utomhuspedagogiskt perspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this scientific essay, I reflect with an outdoor educational perspective on the importance of outdoor environments as learning environments in preschool. I write my essay with a hermeneutic approach, which is interpretive and reflective in nature. Topics that I adress include outdoor environments, the importance of the place, sustainable development and norms. I mention how outdoor education relates to selected letters in the preschool curriculum Lpfö 18 regarding health, well-being and sustainable development. I emphasize the importance of practical knowledge and practical wisdom, fronesis, in an outdoor educational perspective. I also reason about norms linked to outdoor and indoor activities in preschool.

  • 123.
    Linder, Linn
    Södertörn University College, Lärarutbildningen.
    Pedagogers syn på utomhuspedagogik2010Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the research is to find out how the teacher of the pre-school looks at the value of the nature Pre-school. To get an understanding of what the nature pre-school enviorment can bring, we are talking about learning, knowledge, and experience combined with the everyday lessons learned from the natural world. The research is a stepping stone on the pre-school teacher’s thoughts and reflections of what a nature pre-school is. This is grounded in a view of how having options for alternative schools lead to wider research, and all conclusions where formed after multiple interviews and analysis.

    The results showed that the teachers involved are very positive to the nature pre-school environment and learning process. They see many opportunities for the children’s growth from this learning experience. Nature is the classroom for teaching and learning and creates opportunities for the children to use all the senses, and find out how things work and connect with each other. In the interaction between the children and the teacher they are able to take advantage in developing gross and fine motor skills, with the understanding and the connection between the animal and growth in the nature. All this information they take in from this experience is a valuble tool to be used all through out there life’s.

  • 124.
    Lindkvist, Linda
    Södertörn University College, Lärarutbildningen.
    Barnskötare eller förskollärare: Är det egentligen någon skillnad?2009Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose with this essay was to study if there was any difference in competence between preschool teachers and child minders at a preschool outside of Stockholm. To determine what the differences consisted of, if there was any. The questions I wanted answered were as follows: Are there any differences in competence between preschool teachers and child minders? Do the two different occupations have different ways at looking at what the children need and their abilities? Do they see that they have different skills depending on what occupation they belong to? What do they believe that the people from the other occupation contribute to the preschool which compliments their own working skills?

    I used a qualitative method which included interviews and observations to find out the answers to these questions. My results from these interviews and observations indicated that experience, personality and attitudes are very important as well as education. To reflect everything that you do with the children, what is this exercise good for? And what do they learn from this?  What was considered to be a key skill among the staff if you wanted to be a good teacher? This is to be a reflecting practioner, according to Schön (according to Tomassen 2007:37). Because they had trouble to see how the child minder was contributing with the work in the preschool that was different from the preschool teachers abilities, they couldn’t really complement one other. To talk about the differences between the two occupations was a very sensitive subject and the child minder job was very hard to define. In the early days of the preschools in Sweden, for example, during the forties there was a big difference in the roles of a preschool teacher and a child minder (Enö, 2005:25).  

  • 125.
    Lindvall, Fredrik
    Södertörn University College, Lärarutbildningen.
    Påverkad av skolans värdegrund?: Elevers uppfattning av skolans värdegrund2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper examines pupils’ conception of the Swedish schools constitutive values expressed in the Swedish curriculum. The main question was, at to what extent the schools constitutive values have influenced the pupils conception of their own values. That question problematizes the relation between values, constructed and carried by central administration, and their interpretation at local level by pupils. The study was conducted with qualitative analysis which included qualitative interviews with seven pupils in the last year of the Swedish school system. Phenomenology, hermeneutics, and phenomenographics have influenced the study. The qualitative interviews were abstracted into categories, related to this papers theoretical framework. The categories were taken from a taxonomy that breaks up the constitutive values into smaller pieces. The categories are presented here: questions about conception of life, moral education, values education, civics education and citizenship education. As well as categories the taxonomy shows a variable that goes from private to public and questions about conception of life, is the most private area and citizenship education is the most public. What each category resulted in was that pupils´ conception of the schools constitutive values could relate to the theoretical framework. Although many of the informants’ quotations pointed out standpoints that were related to the theoretical framework, some weren’t. Those included mostly the categories of public questions, such as civic education and citizenship education. In question of the pupils conception of moral education and values education the quotations showed that schools tend to focus on a rule based philosophy when fostering the pupils in to good moral and values. Also, pupils tend to focus on private good and see the schools constitutive values as a way to gain private good. This papers result brings up questions about; if the schools constitutive values are not well understood by pupils or if the constitutive values only are to be understood as private good. It also shows that the values constructed at a central level have a long way to travel to be acknowledged by the pupils. And along that travel several actors, such as teachers, interpret the constitutive values.

  • 126.
    Lundberg Bouquelon, Petra
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, Teacher Education.
    Aesthetic Experiences and the Miracle of Action: On the Radical Possibility of Art in Teaching and Learning2019Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This master essay starts with the author having an encounter with two 14-years old boys who claim that they are Nazis. In a school project where the pupils made films about norms in the society they made a film with a clearly racist and homophobic message. As a freelance artist the author was a part of a school development program in aesthetic learning, and the assignment in the actual school was supposed to teach the pupils about norms and how they effect people on an everyday basis. All the films fulfilled this purpose, but the actual film did something more: it revealed the zerotolerance rule in this particular school as a norm that silenced not only these boys, but also any pupil having a different opinion than the teachers.

    The situation described took place in a classroom in primary school in the area of Stockholm some years ago and even though the film was never shown to anybody that could be offended except the author herself, the author left the school with a feeling of total failure, and two questions craving for answers: Why couldn’t she, nor the teachers, find the time and space to meet the boys, taking their invitation to discuss the zere-tolerance-norm seriously? And what role did the fact that the school had a “zero-tolerance-for-racism rule” play in the cultivation of the boy’s feelings of exclusion and in the way the teachers treated their obvious need for recognition as sane and (soon-to-be) grown up men?

    Using Hannah Arendt’s ideas of action as the fundament of the investigation, the author poses questions about what space for action there is in the daily work of a teacher today, but also what happens when there is no room for action, when we become the blind administrators of homo faber. The method of the study includes 1) a dialogue seminar with teachers from elementary school, 2) examples and reflections from the author’s own teaching practice at the teacher education and 3) a philosophical investigation focusing on the concepts of aesthetic experience, aesthetic learning, not-knowing and unlearning. In dialogue with Sarah Ahmed, John Dewey, Hans-Georg Gadamer, Maurice Merleau-Ponty, Jacques Rancière, Cusanus and Jonna Bornemark, she further tries to understand what role the film, as an aesthetic experience, played in the example with the Nazi boys. Is there a radical possibility in art that can create space for action in Arendt’s sense? Further, in dialogue with the poet Wiszlava Szymborska, the clown Nalla Laanela, and two novelists; Rachel Cusk and Albert Camus, she tries to understand the possibilities that lie within aesthetic learning when it comes to re-thinking the role of the teacher aiming for a sustainable approach to teaching and learning in a society where teachers work themselves sick.

  • 127.
    Lundblad, Victoria
    Södertörn University, Teacher Education.
    Barnpassning eller en plats för lärande?: En kvalitativ studie om föräldrars kunskap och förväntningar på förskolans uppdrag2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My purpose of this study was to find out parents expectations and knowledge of the pre-school assignments. The pre-school had a curriculum in 1998 so that the educational mandate could be clarified. I have been interested in whether parents know what the mission is and that there is a curriculum that the pre-school is required to follow. The following research questions provided answers to my purpose. What Knowledge do parents have about pre-school educator ́s mission, the pre-schools assignment and the curriculum? What do parents consider to be the most important in pre-school, care or a educational content? What kind of Influence and participation do the parents describe that they want? My theoretical basis for processing and interpreting my collected empirical data is a hermeneutical approach. My empirical material are the opinions of parents, their thoughts, knowledge and expectations of the pre-school. This is a qualitative study in form of interviews of parents with children in pre-school. I have worked with open unstructured interview questions to get descriptive answers about the parents knowledge, experience and expectations of the pre-school.My conclusions are that parents have a knowledge and awareness of the pre-schools assignments. When they express their expectations the childrens comfort and wellbeing is a priority, that pre-school represents a learning is seen as less important in this context. The parents saw that pre-school was primarily training in social skills and thus further prepared for school. Other learning about knowledge is seen as less joyful and something school should stand for.

  • 128.
    Lundmark, Pärnilla
    Södertörn University, Lärarutbildningen.
    "Varför ska vi vara könlösa?": Tre pedagogers syn på genus- och jämställdhetsarbete på fritidshemmet2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien är att undersöka pedagogers genusarbete och jämställdhetsarbete i fritidshemmet. Frågeställningarna är: Vilka mål med genusarbetet har pedagogerna? Hur arbetar  pedagogerna med det sociala beteendet utifrån könstillhörighet på fritidshemmet? Detta är en kvalitativ studie som vill belysa begreppet genus och dess viktiga betydelse kring jämställdsarbetet. Studien tar upp tre pedagogers syn och arbetssätt kring genus och jämställdhetsarbete på fritidshemmet, detta görs genom ostrukturerade enskilda intervjuer. Jag intervjuade tre pedagoger som arbetar på ett fritidshem i utkanten av Stockholm. Mitt resultat visar att en av pedagogerna har ett medvetet arbetssätt och metod i sitt genusarbete. Enligt pedagogernas svar i intervjuerna finns det inga direktiv från ledningen på skolan hur pedagogerna ska arbeta med genus praktiskt i verksamheten. Studien visar på behovet av mera medvetenhet och kunskap om genusarbete hos pedagogerna. Mer utbildning i ämnet kan hjälpa pedagogerna att bli medvetna om vad de själva har för förhållningssätt och hur den pedagogiska verksamheten påverkar flickor och pojkar ur ett genusperspektiv på fritidshemmet.

  • 129.
    Lundqvist, Jaana
    Södertörn University College, Lärarutbildningen.
    ELever möter Lagerlöf: en responsstudie av gymnasieelevers första möte med en text2009Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

     

    This study examines the way Swedish students in Upper Secondary School respond to two excerpts from a classic Swedish novel. The paper’s aim is both to give an overview over some of the theoretical concepts concerning the field of reader-response criticism, and to describe and analyse what the students experience in their first meeting with an older text. The background to my interest is the many studies showing that young readers regard reading of fiction in school as boring. By using the method of written reading responses I want to contribute to a deeper understanding of how an older text can be received, understood and engage its readers. The readers’ responses have been analysed using an analysis tool that categorises the responses under different aspects. The result shows that the older texts actually often do engage its readers in various ways, and indicates that it is the teaching method, rather than the classic text, that is viewed as “boring”. Another finding was that the specific reading response method used in this study and my own method of analysis could function as a pedagogical tool in order to understand the students’ reading act, with both its obstacles and possibilities.

     

  • 130.
    Lundström, Sofia
    Södertörn University College, Lärarutbildningen.
    Vad för historia?: En kvalitativ undersökning om historieämnetsinnehåll ur ett interkulturellt perspektiv2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is called What kind of history? and is about how history teachers think when they chose what to teach about and why. In the curriculum there are no guidelines about what substance you have to teach about. This gives the schools and teachers a big freedom. At the same time there is a kind of informal canon which says that it is the European perspective that is the important one. By doing interviews with ten history teachers in two upper secondary schools I try to see what they teach about and why. One of the schools has a global profile and by making a comparative study of the two schools I can see what is different and what is the same in the two schools. Other scientists have studied this subject about Eurocentric history education but not by asking the teachers themselves. There are several studies about the history textbooks and all of them conclude that the text books have a Eurocentric perspective and that is a problem. There are also studies about the curriculum and other steering documents and that concludes that it says in the documents that the education have to have a intercultural perspective, but at the same time de document talks about a western cultural heritage that we have to protect and nurture. I use the theories that Ross Dunn and Kenneth Nordgren presents about teaching a more including and global history.

    My conclusions are that the history education can look very different in Swedish schools today. At the same time the history textbooks guides the teachers a lot about what material to use in the history lessons, so if you want to do something else you have to get other teaching materials than the traditional textbooks, as they do in the school whit the global profile.

  • 131.
    Läck, Sanna
    et al.
    Södertörn University, Teacher Education.
    Gustafsson, Sofia
    Södertörn University, Teacher Education.
    Ledarskapet det inte talas om i förskolan: En kvalitativ studie om hur förskollärare tolkar sitt uppdrag att leda och ansvara för undervisningen i relation till arbetslaget2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This year, Sweden’s preschools and its educators have been introduced to a new curriculum, which clarifies and specifies the preschool teachers’ responsibility for teaching and to lead the teaching processes. The aim of this study is to investigate how five preschool teachers and one vice-principal interpret this responsibility related to the work team – primarily from a leadership perspective. The study also investigates how the respondents interpret this leadership in relation to their experienced conditions of the work team and the occupation.

    The empirical data has been collected through qualitative interviews conducted at a unit of six public preschools in Stockholm, in order to investigate the preschool teachers’ subjective thoughts about the area. We used Sveningsson & Alvessons perspective on leadership, in combination with Biestas democratic concepts of inclusion and exclusion, as tools to analyse the empirical data.

    The result shows a range in the leadership styles, used by the preschool teachers, between the authoritarian and the democratic leadership. The other employees in the work team (in the result called followers) were given little or great influence in relation to the preschool teachers based on the conditions prevailing in the situation.

    Our conclusions, based on our survey questions, are that the preschool teachers and the vice-principal define and interpret this leadership differently, and make different leadership choices and strategies based on the experienced conditions in the professional practice. However, all respondents showed an aim for, and the pursuit of, a democratic leadership.

  • 132.
    Löfgren, Helena
    Södertörn University, School of Social Sciences, Business Studies.
    Studenters svårigheter att samarbeta2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 29-39Chapter in book (Other academic)
  • 133.
    Makdessi, Georges
    et al.
    Södertörn University, Teacher Education.
    Petrous, Ronny
    Södertörn University, Teacher Education.
    Interkulturella dokument och en monokulturell praktik: en essä om styrdokument och praktiker i skolan och på fritids kring arabisktalande nyanlända elever från förskoleklass till årskurs 32017Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 134.
    Malmqvist, Fredrik
    Södertörn University, Teacher Education.
    Att vara lärare: En historisk studie av samhällskunskapslärarens arbetsmiljö2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Uppsatsens syfte är att utifrån lärarens egna perspektiv synliggöra faktorer som påverkar samhällskunskapslärarens arbetsmiljö vid tiden för Lgy 70. Med hjälp av Stockholms stadsarkiv undersöktes tre skolors ämneskonferenser i ämnet samhällskunskap. Ämneskonferensernas protokoll lästes och granskades i tre steg; helhet, kategoriserande och till sist utifrån mina forskningsfrågor:

    1. Vad anser lärarna om elevernas påverkan på arbetsmiljön? 2. Vad anser lärarna om hur ledning (rektor, skolverket, läroplan osv.) påverkar arbetsmiljön? 3. Vad anser lärarna om andra ämnen/kollegors påverkan på arbetsmiljön? 4. Vad anser lärarna om hur resurser påverkar arbetsmiljön? 5. Vad anser lärarna om de yttre faktorerna (föräldrar, politik, media osv?)? Alltså faktorer utanför skolans murar påverkar arbetsmiljön?

    Forskningsfrågorna är inspirerade av ramfaktorsteorin som dessutom genomsyrar uppsatsens alla delar. Teorin går förenklat ut på att synliggöra lärares handlingsutrymme och elevers lärandeprocesser men är också vanligt i utvärderingsarbete, utbildningsplanering. Här används den till att synliggöra lärarens handlingsutrymme i frågor som berör arbetsmiljö. Uppsatsens undersökta tid är 1967 – 1970 och dess resultat kommer fram till att lärare anser sig vara mest påverkade av resursrelaterade faktorer i sin arbetsmiljö. Men även pedagogiskt-,organisations-, administrativt- som elevrelaterade faktorer synliggörs i min undersökning. Det viktigaste resultaten av undersökning uppvisar lärarens ensamhet och känsla av isolering till stor del beror på att läraren lämnas med ensamrätt i sitt klassrum.

  • 135.
    Malmström, Beatrice
    Södertörn University, Teacher Education.
    Föräldrar och pedagogers syn på föräldrars delaktighet i förskolan: en fenomenografisk studie2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to examine parents and teachers perception of parental participation in a Swedish preschool. The aim was further to find variations in teachers and parents view of the matter, to find similarities and/or differences in the statements.

    The method used in this essay is a qualitative research method with surveys to collect data. The questions in the survey had a low degree of structuring to get extensive answers. For the results and analysis a phenomenographic approach was used to find variations in the data.

    The results show that there are variations in the views on parental participation between teachers and parents. Teachers to a higher extent emphasises the whole group, and pedagogical documentation as a way to reach higher parental participation, while parents emphasises information about their own child and the daily contact with the teachers to feel as participants in the preschool.

    The results have similarities to previous research of teachers and parents views on parental participation in the Swedish preschool.

    Conclusions that can be drawn from this paper is that parents and teachers in certain areas have a different view of what makes parents feel as participants in the preschool.

     

     

  • 136.
    Markström, Fredrik
    Södertörn University, Teacher Education.
    Vem bestämmer över vem?: En vetenskaplig essä om makt, delaktighet och etik i rollen som fritidshemslärare.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    My scientific essay is built from two dilemmas which I have encountered in my role as a leisure time teacher. I have treated these two dilemmas with help from my mentor, classmates and the literature and tried to find new answers and approaches to them. My first dilemma comes from my role as a team leader, the power that I have over my colleges and the conflicts that can arise from my choices in my staff team. My second dilemma is about how one of my colleges handled a situation with a student when that students did not want to go to the music lesson. The dilemma between the pedagogue and the student originated from the pedagogue´s will to adapt the students time in school to the rest of the class even though the student doesn’t have the abilities for it.

          My scientific essay begins with me trying to deal with the dilemmas that I have faced and if whether could have done anything different to achieve a more satisfactory result. Furthermore, I try to understand the conflicts that have emerged in my essay with help from different theoretical perspectives. Firstly, I look at how separation of powers in my dilemmas can be seen from a symmetrical relation between two equal persons. Secondly, with the premise from a concept of participation, I try to discern how positions of power can be expressed in a class of students. Thirdly, with the help of Michel Foucault´s concept of ratified normalization I will try to highlight how a school’s structure still strives to shape the students to fit the template designed by schools rather than allow the students to be themselves and trying to adapt the school around the students. Lastly, I try to focus my dilemmas on utilitarian and discursive ethics. Based on these two types of ethics I develop new approaches that in many ways have changed my thoughts and speculations regarding how an accurate procedure should have been carried out with respect to my dilemmas.

  • 137.
    Markström, Johanna
    Södertörn University College, Lärarutbildningen.
    "Programmet har ju en låg status": Gymnasielärares tankar och attityder om elever på yrkes- och studieförberedande program2009Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is named “The status of the programme is low” – Gymnasium teacher’s thoughts and attitudes towards students in the vocational- and the educational programmes. The purpose is, as the title reveals, to examine the attitude of four teachers in the Swedish gymnasium towards the vocational and the educational programmes and the students that attend either one of them. This purpose is accompanied by research which says that the educational programmes’ status is higher than one of the vocational programmes. The main questions asked are which differences that exist between the teacher’s descriptions of the vocational programmes in comparison to the educational programmes, as well as in which ways the teachers are upholding possible attitudes towards the various students.

    The method that this paper is made with is a qualitative analysis of the interviews with the four different teachers from four different programmes in one gymnasium. The transcription of the interviews is the subject of analysis. As theory, both the theories of Edward W. Said and Michel Foucault are used in this study. Said´s book Orientalism focuses on the difference between the “we” and “the other”. Foucault talks in his theory of the discourse and of power, about how the persons and/or things with the power in a certain discourse are the ones that also have access to define that which is considered as knowledge.

    The conclusion is, among other things, that the teacher’s attitudes towards the students in the different programmes correlate with the existing discourse in Swedish schools which says that the educational programme’s status is higher than that of the vocational programmes. The teacher’s enthusiasm to express that there is a hierarchy between the different programmes also corresponds to previously done research about students. This research says that students in low status programmes are more willing to talk about and acknowledge the hierarchy, while the students in high status programs, tend to undermine or deny that the hierarchy even exists.

  • 138.
    Mejdi, Yasmine
    et al.
    Södertörn University, Teacher Education.
    Bergendahl, Agnes
    Södertörn University, Teacher Education.
    Vilken respekt inger jag i mjukisbyxor?: En kvalitativ undersökning om fritidshemmet, kläder & yrkesidentitet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine after school teachers attitude to their professional identity by investigating their thoughts and experiences of clothes in the school context. After school teachers are working in both the school area and the leisure time area which makes the profession difficult to define. This qualitative study has been conducted through interviews with seven after school teachers in Stockholm, and analyzed using Anthony Giddens theories of structuration, identities and positioning. The study points out that teacher identities are not set in stone but are being negotiated in the daily social life where clothes are being used as means of communication and a way of constructing teacher identities. 

  • 139.
    Millak, Jurek
    Södertörn University, School of Social Sciences, Business Studies.
    Tankar och reflektioner kring min lärarroll2014In: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, p. 41-56Chapter in book (Other academic)
  • 140.
    Morén, Emilia
    et al.
    Södertörn University, Teacher Education.
    Bäppler, Subhadra
    Södertörn University, Teacher Education.
    "Jag kan kalla mig mysfarbror...": En studie av manliga förskolepedagogers beskrivningar av hur de positionerar sig i sin yrkespraktik2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In Sweden, male pedagogues in preschools make up only 3,5% of the employees. Since they are a minority, do they experience themselves as being positioned peculiarly by the female staff? The preschool curriculum says that the adults should be role models for gender equality and neutralize traditional gender roles, but if a shelf needs to be hung up or heavy items need to be lifted, who will be asked to do those tasks?

    The purpose of this thesis was to examine how male pedagogues in the study are being positioned in a female-dominated occupation. Which subject positions appear, and how do they appear, from the informants’ descriptions of their occupation? We wanted to find out how male pedagogues describe their work practice according to which masculinity norms appear. The study was made through interviews with seven male pedagogues working in three different preschools.

    The theories we used to analyze the material was Raewyn Connell and Rebecca Pearse’s perspective on gender and Connell’s masculinities and Marianne Winther Jörgensen and Louise Phillips interpretation on Ernesto Laclau and Chantal Mouffe’s discourse theory.

    The result of the study was that depending on how men are being positioned we can find different answers. When they position themselves as “preschool pedagogues” they claim that men and women work equally, whilst when they position themselves as “men” they describe how they are being expected to do tasks that are masculinely coded. Some informants are being expected to perform like a supply father and role model. Thus, some of the male pedagogues perceive the preschool as a practice where traditional gender roles are being reproduced. 

  • 141.
    Moser, Ullrika
    Södertörn University College, Lärarutbildningen.
    På vilka grunder väljer föräldrar skola?2010Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study is made in Nacka, a suburb of the capital of Sweden, Stockholm, and focuses on “the parental school choice" that takes place when children start in first grade at the age of six. 

    New differences in the number of pupils attending various municipal schools have appeared after reforms in the early 1990s giving parents free choice of elementary school for their children. Some schools are located in areas where most children have a middle class background, while others are placed in less attractive surroundings where the parents have a lower educational status, and are more often immigrants. Parents living in the latter kind of surroundings can now send their children to schools further off, but located in more attractive areas. This leads to some schools get an increasing number of pupils and others gets a decreasing. The income of schools in Sweden is largely based on the number of pupils; the idea behind the reform is that schools with a good educational quality should be rewarded by the system. But other factors also influence the parent’s choice; bad rumors, good reputations, the number of children with immigrant background, the physical surroundings and social atmosphere where the school is located, and maybe also ethnical prejudice. My study concerns the grounds upon which school the parents choose the first school for their children in a part of Nacka municipality. The study is based on staff interviews from a school located in a socio-economically disfavored area as well as interviews and questionnaire surveys with parents having a choice between the nearby school and a school located in a more wealthy area. I found that the parent’s primary criterion when choosing schools is still proximity. When looking at the group that has opted out the most nearby schools however, the reputation of the local school – the spreading of bad rumors – proved to be a major influence. An example from the answers I received is the following:

    I chose a school based on the number of immigrants in it, my child should have a safe schooling, it’s said that schools with a lot of immigrants have an atmosphere that is much tougher, I’ve heard from others, that the “apartment complex” school is a tougher school to attend. (Interview Lisa, verbal, March 2010)

    Many parents obviously prefer not to have their children attend a school located in a socio-economic disfavored area with a large low-income and/or immigrant population. They are worried that their children will have trouble even getting the final grade from primary school, which is a precondition to entering the secondary, “gymnasium” level.

  • 142.
    Mousa, Kristina
    Södertörn University College, Lärarutbildningen.
    Barns samspel i rollek: En studie om hur barn i rollek utvecklar social kompetens2009Independent thesis Basic level (university diploma), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    this paper is a study on children's social interactions in role-play. The aim is to try to highlight how children with other develop social skills and how to further motivate children tosee, understand and manage their reality in role-play by highlighting the characteristics of afunctioning role-play. I would also highlight the importance of pedagogue´s role in relation tochildren's social skills in role-play. The purpose flows into these issues, what distinguishes afunctioning role-play? Can the children in role-play influence their thinking to developunderstanding of others and the environment and if so, how? What significance does pedagogue´s role in children's role-play? I used out of a qualitative methodology to carry out this investigation. I chose to gather information for my study using a passive monitoring method, which i wrote down in detail the children's verbal and physical communication of the role-play, and even pedagogens relation to children's role-play. The results show that children in role-play are playing with others and use play signals and playrules in order to develop therole-play and social skills. This means that the language of both the physical and the verbalplay an essential role for the understanding of these elements. Playsignals is an understandingof what is real and not, by using movement, gestures and facial expressions, but it is noteveryone who understands the signals. To develop a successful game also requires thatchildren in role-play relate to playrules. These are reciprocity, consensus and take turns. There are other factors that affect social skills and characteristics of a functioning role-play. Examples of these are creativity and imagination. The result also shows how the teacher influences on children's role-play in different ways when they integrates in role-play, and also play materila in preschool affects children's play.

  • 143.
    Mutvei, Ann
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    Mattsson, Jan-Eric
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Biology.
    The use of conceptual profiles in performance assessments2016In: Electronic Proceedings of the ESERA 2015 Conference : Science education research: Engaging learners for a sustainable future, Part 11 / [ed] J. Lavonen, K. Juuti, J. Lampiselkä, A. Uitto & K. Hahl (Eds.);co-eds. J. Dolin & P. Kind, Helsinki: University of Helsinki, 2016, p. 1607-1618Conference paper (Refereed)
    Abstract [en]

    The curriculum for primary school in Sweden articulates the contextual dependence of concepts used in science. The students’ ability in different situations to use the knowledge achieved makes it important to understand differences in the meaning of words in different contexts in order to avoid conflicts between the intentions of the writer and the interpretation of the reader. The theory of conceptual profiles takes into account the variation in classrooms, which is common in Sweden, and promotes the teacher to achieve better communication. In the workshop the diversity of participants’ backgrounds made it possible to study the importance of mother tongue for conceptual understanding. Thus, the workshop was focused on two questions: 1) What influence does the mother tongue have on understanding and communicating science concepts? 2) Will these influences (if present) affect student communication and assessment? Learning by doing filled the major part of the workshop with opportunities for discussion, sharing ideas, and suggestions for further development. Participants were given assignments to assess students’ answers in biology, physics, and chemistry. Assessments were based on performance criteria of students’ use of concepts to describe processes in different contexts. Our results indicate that mother tongue is important for conceptual understanding while academic traditions seem to be important in assessment.

  • 144.
    Ndiaye, Marianne
    Södertörn University, Teacher Education.
    Den Blomstertid nu kommer: En essä om hur jag som pedagog kan bryta gamla traditioner för att motverka utanförskap i min undervisning2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay aims at investigating how, as a teacher, I can break old patterns and traditions to help all pupils feel like a meaningful part of the context of my teaching. The essay has its starting point in two events that I have been involved in and these two stories deal with the same type of dilemma: that, as an educator, I experience an uncertainty about how students' cultural differences should be given space in teaching in a way that all students feel included and seen.

    After five years of working in both school and leisure, you would think that I should be better prepared and have more experience with these kind of questions. However, the experiences described in my stories show how complex these questions are and through this work, therefore, a reflection is shared on how I can get better at seeing and giving way to the children's cultural differences in my teaching. Based on the teacher assignment, I intend to problematize the fact that we live at a time when many of the student groups in our schools consist of children with different cultural backgrounds and beliefs.

    The stories in the beginning of this essay show two almost opposite reactions from me of the same kind of problem. In order to understand why I react like I do in these different situations, I have chosen to problematize my own cultural background and belief in relation to my dilemma and teacher assignments. This is to investigate if and if so, how my cultural background affects me in my work with traditions and culture within my major subject, which is music.

  • 145.
    Nikolaidou, Zoe
    et al.
    Södertörn University, School of Culture and Education, Swedish Language.
    Bellander, Theres
    Stockholm Univeristy.
    Health literacy as knowledge construction: Learning about health by expanding objects and crossing boundaries in networked activities2018In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657XArticle, review/survey (Refereed)
    Abstract [en]

    In this paper we examine health literacy as a set of practices that unfold in networked activity systems. Focusing on the literacy practices of pregnant couples and parents of children with heart defect, we show that they participate in multiple activities with the object of constructing knowledge about the child's condition. The contexts for these activities are doctor-patient consultations and the parents' online searching and sharing. The study builds on ethnographic interviews, recorded medical consultations and collection of texts from online forums, blogs and social media. An analysis based on literacy practices and activity theory shows that these activities enable parents' learning, but they can also be restricting as to the mediating tools they provide and the rules that dictate the tools. Additionally, the object of learning about heart defect is not always clearly formulated and stable but it keeps alternating and expanding. As a result, the parents cross boundaries between activities with different mediating tools, rules and communities and thereby different possibilities for learning. We show that doing health literacy is comprised by a set of recontextualised practices of looking for medical and experiential knowledge and it is by a combination of the two that meaningful learning is achieved.

  • 146.
    Nilsson, Jenny
    Södertörn University, Teacher Education.
    Anknytning och inskolning i förskolan: Pedagogers tankar kring anknytning i förskolan2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Starting at preschool is a big step in the child's life, that is when the child is forced to create affiliation with other adults and children. From being at home in a safe environment with their parents /guardians to come to a whole new environment with new people to associate. The purpose of the study was to see educators' thoughts about in-school education and related education, what they emphasize as extra important in meeting a new child, but also how their education goes on. The survey is based on qualitative interviews with 5 educators. The results show that the reason is that the parents are safe and that they have a good contact. In order to build a safe connection with the new children, educators raise the importance of making an attachment to the child's initiative. Pre-schools use different education models, but the reason is the same that schooling takes place at the child's rate.

  • 147.
    Norén, Mira
    Södertörn University, Teacher Education.
    ”Det finns ingenting i den boken som har värde idag”: En diskursanalytisk undersökning om förskollärares tolkningar av barns litteracitet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study was to investigate the preschool teachers’ interpretationwith regards to children's literacy in preschool and how it can be understood as aconstruction of social practice.

    This thesis is written from a social-constructionist and discourse-analyticalperspective and I will also argue in favor of a critical perspective on literacy.I have studied preschool teachers’ constructions of children's literacy through lookingfor common discourses.

    I conducted semi-structured interviews with five preschool teachers in which theygot to answer questions about children's literacy practice and literacy events.The preschool teachers where then allowed to reflect on and interpret the types ofpractices and events.

    My transcribed material was the foundation for my discourse analysis and Iidentified three discourses expressed by all preschool teachers when asked aboutchildren's literacy. These where: the other culture, not teach and interest.

    My final conclusion is that from a critical perspective, literacy can be seen as aproduct of the norms and values embraced in the preschool culture.

  • 148.
    Nyquist, Frida
    Södertörn University College, Lärarutbildningen.
    Förebyggande metoder mot psykisk ohälsa med fokus på ätstörningar inom skolan: En kvalitativ studie om sex lärares preventiva arbete kring självkänsla, osunda mediala ideal, kroppsuppfattning och kost.2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en kvalitativ studie där sex högstadielärare har intervjuats om deras kunskaper samt om hur lärarna arbetar preventivt när det handlar om psykisk ohälsa med fokus på ätstörningar. Fokus ligger även på att ta reda på hur lärare kan arbeta preventivt och därför har även en psykolog från Stockholms ätstörningscenter intervjuats. Psykologen rekommenderar olika preventiva arbetsätt som lärare kan använda i sin undervisning. Syftet med studien är att granska om dessa sex lärare arbetar med områden som handlar om kost, självkänsla, osunda mediala ideal samt kroppsuppfattning som bland annat psykologen rekommenderar som lämpliga områden att arbeta med i det preventiva arbetet i skolan.

    Fokus läggs på den välkända teorin kognitiv dissonans som är en mycket framgångsrik metod när det handlar om att arbeta förebyggande mot ätstörningar. Stor vikt läggs också på att informera om vilka områden som anses lämpliga att arbeta med när det handlar om att arbeta preventivt.

    Slutsatser från denna studie är att samtliga lärare arbetar till viss del preventivt i sin undervisning. Samtliga har kunskap om vilka områden som är intressanta att arbeta med dock har de en begränsad kunskap om vilken teknik som bör användas i detta preventiva arbete. 

     

  • 149.
    Ogbe Kidane, Tzenat
    Södertörn University, School of Culture and Education, Teacher Education.
    Vad innebär den första tiden för nyexaminerade lärare och hur upplevs den? (vad innebär övergången från student till yrkesroll): En kvalitativ studie om fyra nyutexaminerade lärare kring deras upplevelse, identitet, lärarroll, yrkesidentitet under den första tiden i yrket2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my essay is towrite about newly qualified elementary teachers during their first professional experience and their opinions of a teacher's identity. My interest is a result of that I myself am studying to be a teacher and am reaching the end of my studies.

    My purpose is mainly to examine how teachers first experience their role and if their education helped them resolve any problems they had. My aim was also to examine what the teacher’s identity and role and the question of leadership means for new teachers?

    I have used a qualitative interview method.

    The results showed that new teachers experience difficulties and that their training does not prepare them sufficiently. The results also showed that the teacher’s identity, the teacher’s role and leadership are factors that grow with time and experience in the teaching role and that it is not something that the beginner teachers acquire during their education. 

    I have achieved a clearer picture of what to expect and how to enter into the role of teacher with support and time.

  • 150.
    Oguz, Carina
    Södertörn University College, Lärarutbildningen.
    Förberedelseklasser: Vägen in till samhället2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of my essay is to inquire into the situation in the preparatory classes. The focus of interest in the essay is to see how new arrived pupils/children from Iraq integrate in the new school environment, foreign culture and what difficulties they come across during their period at the preparatory class. Such as language difficulties and how they manage with the traumatic memories from the war and the effect of that in their learning.

    I choose to do a qualitative survey and taking part in observing a preparatory class to see how they work. Thereafter, to see from a different perspective and understand the pupils more and perhaps go deeper with some questions I choose to interview some of the pupils. The responds I received gave me a more comprehensible idea of the struggle these children have been through and still go through in a daily basis.

    The result of this study illustrates the character of a preparatory class, and the central factors that occur in their education. The result have shown that an intercultural work procedure at the schools gives the pupils in the preparatory classes a chance to integrate in the new multicultural environment. The intercultural way of working is necessary for their language development, other pupils and teachers understanding of their situation and the work up of their traumatic experiences.

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