sh.sePublications
Change search
Refine search result
123456 101 - 150 of 289
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 101.
    Haider, Inez
    Södertörn University, School of Culture and Education, Teacher Education.
    En innehållsundersökning av tre läromedel i religionskunskap: Bilder av de Abrahamitiska religionerna ur ett genusperspektiv2013Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en uppsats kring bildinnehållet i tre läromedel inom religionskunskap för högstadieelever. Med anledning av hur genus framställs i religionsböcker och därmed kan forma våra uppfattningar kring skolämnet har jag valt att undersöka saken vidare, via religionsböckernas bilder. Det är främst vår uppgift som lärare att granska dessa läromedel. Det kan vara viktigt att ha vetskap om vad som tas med och inte tas med i kunskapssökandet, där genus kan vara en viktig faktor som påverkar våra perspektiv i både skola och samhälle.

    Resultatet redovisas sedan i två olika delar, genom en kvantitativ och en kvalitativ semiotisk bildanalys. I den kvantitativa analysen räknas antalet män/kvinnor, pojkar/flickor i bilderna, vilket analyseras ytterligare utifrån ett jämställdhetsperspektiv. I den kvalitativa undersökningen tillämpas en djupare semiotisk bildanalytisk metod där resultatet återknyts till ett genusperspektiv. Resultatet visar att män är överrepresenterade i bildinnehållet i de utvalda läroböckerna. Det är relevant att diskutera valet av läromedel, då den statliga läromedelsgranskningen minskat betydligt.

    Download full text (pdf)
    fulltext
  • 102.
    Halén, Josefine
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Sall, Monique
    Södertörn University, School of Culture and Education, Teacher Education.
    Hur man kan introducera och integrera nyanlända barn i skolan: En jämförande undersökning mellan två skolors verksamhetsformer och de riktlinjer som högre instanser anger2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: Our purpose with this study is to compare how the two selected schools in two different areas in Stockholm chooses to introduce and integrate newly arrived children in Sweden. The schools are located in the suburb and downtown in Stockholm. One school has chosen to integrate the child by placing him or her in a preparatory class and the other school is placing the child into a regular class.

    Investigation questions: We want to find out how the choosen schools are working with a newly arrived child. How is the child integrated and introduced directly into a regular class through teaching methods and teaching material and how a newly arrived child is integrated and introduced into a preparatory class through teaching methods and teaching material. We also want to find out if the community authorities in the City of Stockholm and the Swedish state have guidelines that schools are supposed to follow in the work with newly arrived children and whether our selected schools are working after these guidelines.

    Method: The study is based on two methods. One method are interviews, we interviewed three active persons from each selected school. We also interviewed a researcher in this subject and a person who works for the municipality with the reception of newly arrived children. The second method is based on textual analysis document issued by the Immigration Department (Migrationsverket) and the Education Department (Skolverket) as well as the Municipalities and Counties of Sweden (Sveriges Kommuner och Landsting).

    Theories: We have chosen to use two social theories: Mead's interactionist theory and Vygotsky's sociocultural theory. These theories are both based on the importance of social interaction for development.

    Conclusions: We have concluded that the most important thing is not whether the child is placed in preparatory class or a regular class. The key factor is how the teaching is, what resources are available and what skills the teacher has. We have also concluded that there are guidelines from the Education Department but that the schools in this study did not follow.

    Download full text (pdf)
    fulltext
  • 103.
    Hammar, Anette
    Södertörn University, School of Culture and Education, Teacher Education.
    Barns tankar om vuxna på fritidshemmet: Intervjuer med barn från tre fritidshemsavdelningar2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to become aware of how the children at the after-school care perceive the adults at after-school care. The most interesting parts are to find out what they thought made a good teacher, which qualities were preferable and how the children expressed their opinions. The children often spend long time at the after-school care which means that the children’s work environment matters. The children look at adults from another perspective and see other qualities than adults see in each other. When adults become aware of how children see them it can be important knowledge in the pedagogic work. The study was carried out in three after-school units with children aged 6-9 and with some older children that don’t go to the after-school care anymore. The study was conducted using qualitative interviews with low standardizing and observations. In the study the phenomenological method were used, that focuses on how children see their surrounding world and how they can describe it. In the literature issues as children’s perspective and attachment, which I think matters in how children see their surrounding world, and issues as atmosphere and professional skills. The result of my study shows that children appreciate adults that are kind, devoted and responsive. The adults who have the ability to see things from a child’s perspective and who are both kind and strict at the same time, those are the adults most liked by the children. The children do not like adults screaming, angry or to controlling.

    Download full text (pdf)
    fulltext
  • 104.
    Hammer, Lars
    Södertörn University, School of Culture and Education, Teacher Education.
    Filosofi som pedagogisk modell2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The paper examines Philosophy with children as a pedagogical method for schools to practice. The questions I have posed are:

    • Why philosophize with children and teenagers?
    • How does Philosophy with children work?
    • What, in the organized structure of the philosophical inquiry, can be emphasized as favourable for learning?
    • How carefully is the structure of the philosophical inquiry really followed in practice?
    • How can philosophy be applied as a pedagogical model?

    The theoretical framework of this inquiry consists of a discussion about a thirst for learning that exceeds the explicit and direct usability that motivates vocational training.

    I have used two different kinds of methods. The main method is a literary analysis of some of the literature in this field. This analysis is compared to field observations of children participating in communities of inquiry in school.

    The basic assumption is that practicing the ability of philosophical thinking can help children develop a more profound way of understanding who they are and how the world in which they exist works. This helps learning and therefore promotes the philosophical inquiry as pedagogical model.

    My conclusions are that there exists different possible ways of using philosophy in school and that the structure of the community of inquiry as in use within PwC is a useful tool to apply.

    Download full text (pdf)
    fulltext
  • 105.
    Hardardottir, Tinna
    Södertörn University, School of Culture and Education, Teacher Education.
    Uppdraget möter verkligheten: En essä om korstrycket på pedagoger2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about the meeting of the pedagogic mission and the reality of the conditions in preschools. It is about the frustrations that I, as a pedagogue, experience when I cannot fulfill this mission. An example of this is working when understaffed.

    My purpose is the acknowledgment of two main areas of the curriculum: caring and learning. This essay demonstrates the diversity of the occupation and it ’s constant need of positioning. It also emphasizes the different “cross-pressures" that exists within this profession.

    The starting point of the essay is taken from the publication Tillsammans är vi starkare (Together we are stronger) from Pysslingen. Several situations or examples are used together to create a scenario. This investigation raises the question whether it is possible to have an uncompromised focus on what is best for children and at the same being exposed to different “cross-pressures”. Is it reasonable to claim that the culture of the preschool should be educational, safe and pleasurable for all children, every day? Finally what responsibilities do I as a pedagogue and preschool’s principal have to make it so?

    My method, during this writing process, has been to use reflections. I have allowed my own thoughts, meet the thoughts of others as well as theoretical perspectives. I have been inspired by Ylva Ellneby and Christina Wallskog amongst others about their thoughts and ideas about the work in preschool. Theoretical references have been made within the areas of ethics, leadership and group dynamics.

    Because of the nature of this profession, that conditions change rapidly, it is difficult to find a solution to what works in every situation. However I have learnt that my practical knowledge and experience is important in combination with clear leadership.

    Download full text (pdf)
    fulltext
  • 106.
    Hassanin, Tarek
    Södertörn University, School of Culture and Education, Teacher Education.
    Grupperingar i en nysammansatt klass2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to try to get an understanding of the underlying causes and reasons that students starting in seventh grade junior high school seek out a particular group, and the extent to which they do so.

    The work is based on the questions: How do students perceive the meeting with their prospective bench-companion in a new composite class? What should a teacher consider when it comes to bench placement in a new composite class? Do the students change, and if so to what extent, friends when they start high school? What are the factors that affect/have affected the students' choice of friends? How large a role does the school play for pupils relationships? What thoughts and feelings do the students have regarding new encounters?

    I have conducted in-depth interviews with six adolescents in grade seven as the basis for the understanding of how students relate to group selection and group affiliation, and I have then compared this material with previous research on the subject. Furthermore I have availed myself of literature in social- and group psychology.

    The conclusion which has emerged is that the most important component of a group-process is the sense of solidarity and security, and the results show that students largely retain their old relationships rather than adding new, when they start high school. Hence the teacher plays an important role in ensuring that any imbalance in the group is offset and make sure that nobody is excluded, but also to help make room for new groups and be aware of the sensitive and responsive phase of life that the young people are in.

    Download full text (pdf)
    fulltext
  • 107.
    Hellqvist, Mia
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Tasel, Eva
    Södertörn University, School of Culture and Education, Teacher Education.
    Lekens betydelse: Förskollärarnas syn på lekens betydelse för barns sociala utveckling, lärande och miljö2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats är en empirisk studie om hur förskolepersonal resonerar och tolkar lekens betydelse för barns sociala utveckling, lärande och miljö.

    Vårt syfte med denna fallstudie är att undersöka vad förskolepersonalen på tre förskolor och tre förskoleklasser har för uppfattning när det gäller lekens betydelse. Utifrån vår fallstudie där vi har intervjuat sex förskollärare har vi fått deras tolkningar och syn på leken, lärandet och miljöns betydelse för barns utveckling.

    I undersökningen har vi arbetat utifrån kvalitativa metoder och djupintervjuer. Totalt har sex personer på tre förskolor och i tre förskoleklasser intervjuats och det har endast varit förskollärare. Intervjuerna har transkriberats och analyserats i sin helhet. Resultatet från de sex intervjuerna av förskollärarna visar att det finns många likheter i deras tolkningar av lekens betydelse. Där redovisas deras syn på hur viktig de tycker att leken är och på vilket sätt de använder lek och lärande i förskolan och skolan. Förskollärarnas uppfattning om att miljön är anpassningsbar utefter barns behov samt att den ska vara inbjudande och locka till lek och lärande. I vår studie av förskollärarnas tolkningar är de överens om att de försökte använda leken i så stor utsträckning som möjligt. Det de anser som ett dilemma är all strävan efter mål som skall uppfyllas. Förskollärarna betonar att tiden till lek ofta försummas i och med detta.

    Download full text (pdf)
    fulltext
  • 108.
    Hellsten, Lisabell
    Södertörn University, School of Culture and Education, Teacher Education.
    Vems är makten?: En analys av hur makten i barnlitteraturen förändrats på 35 år2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Each year a significant number of children’s books, with a wide range of themes, are being published. The relation between children and adults is a common theme. In this study I have analyzed ten children’s books, five from the 1970’s and five from the 2010’s. I have in my analysis used Steven Lukes’ (2008) power theory to examine and compare the power relations between the children and the adults in these books. To find out more about the views that authors of children’s literature have on the adult characters in their books, I have interviewed two authors, Barbro Lindgren who has been writing children’s books since 1965 and Åsa Mendel-Hartvig who started to write children’s literature in 2010. I have compared their views and used them in my analysis. From my studies I could see a change in the power structure. The young characters have more room to act and the adults show less of authority in the books from the 2010’s. There are many possible explanations to this and I choose to see the Swedish curriculum as one of them. Today’s guidelines of letting children be part of decision makings could be an influence on our society as well as on the children’s literature.

    Download full text (pdf)
    Hellsten
  • 109.
    Henriksson, Pia
    Södertörn University, School of Culture and Education, Teacher Education.
    Klassblogg: En studie av lärares användning av klassblogg i grundskolans tidigare år2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to explore the use of a blog in the classroom. This paper describes why the teacher created the blog and how the blog is used by teachers and pupils in and outside the classroom. The study also describes teachers’ thoughts regarding future use of the blog. Seven primary school teachers were interviewed and the material was analysed using a multimodal design theoretical perspective on learning (Selander & Kress 2010).

    The conclusion of the study was that the teachers created and designed blogs to give parents, pupils, relatives and others an opportunity to have an insight into the pupils’ school day. The blog is used mostly by teachers and pupils’ school work is published on the blog. The pupils in some classes use the blog to write weekly journals, make films and interviews that are published. Several teachers mention that publishing school work on the blog improves the quality of the school work. It seems that pupils try harder when the school work is published on the blog. Some teachers mention pupils’ age and their ability to write when discussing pupils posting work on the blog. The blog is though a multimodal way to communicate. It seems that the blog has the ability to support both pupils’ writing development and their competencies in multimodal communication. Regarding future use of the blog the teachers have many ideas and all teachers agree that pupils will be given the opportunity to use the blog more in the future. The ideas of future use can be related to the idea of the blog as a virtual third space, a link between home and school. In this third space pupils are able to use knowledge from home when carrying out school tasks.  

    Since there are few studies regarding blogs in the classroom and especially regarding younger pupils, this study has given a wider perspective regarding the use of blogs in the classroom.

     

    Download full text (pdf)
    fulltext
  • 110.
    Hermin, Maria
    Södertörn University, School of Culture and Education, Teacher Education.
    Tänk om hon ville leka titt ut?: En essä om olika förutsättningar till kommunikation hos barn med flerfunktionshinder2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay begins with a story in which I portray different communicative situations at the preschool unit Myran. The children in my story are at an early stage of development and they all suffer from multiple disabilities which inhibit their ways of communicating. Through my story, I describe how I perceive different communication dilemmas in my work place. A difficulty I cover in my essay is how the educator knows if he or she has interpreted a child correctly when it does not have a verbal communication and therefore is completely dependent on the educators’ interpretations of its communication efforts. The purpose of my essay is to demonstrate the educator´s role in communication, and I want to highlight how children with multiple disabilities communicate. I also want to investigate how important communication is in a child´s learning process. The question I ask myself is how the communication between an educator and a multiply disabled child looks like and also what nature of communication is. The method I use is the essay form where my reflection takes up a large part. In my reflection I start from my experience-based story and by making use of literature addressing various theories of communication, I arrive at the conclusion that the educator has a decisive role for developing a child´s communication skill.

    Download full text (pdf)
    fulltext
  • 111.
    Heuser, Helena
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Löfman, Cecilia
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogiskt ledarskap för fritidshemmet: vilken innebörd och mening några rektorer ger begreppet pedagogiskt ledarskap2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 2014 came new guidelines for after-school centers. These guidelines clarifies that it is the principal who is pedagogically responsible for the after-school centers. Due to that fact we became interested in investigating how principals describe their educational leadership for after-school centers.

     

    With qualitative interviews as a method we have investigated how four principals describe their educational leadership for the after-school center based on the new guidelines and how they talk about their employees and the after-school centers.

     

    Our results are based on the empirical material we received from these interviews. By analyzing this empirical material, based on the theory of situational leadership, we received answers to our research questions.

     

    Download full text (pdf)
    fulltext
  • 112.
    Hjelmberg, Annica
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Olofsson, Ulrika
    Södertörn University, School of Culture and Education, Teacher Education.
    Varför agerar vi som vi gör?: aspekter som påverkar pedagogers agerande2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our essay starts with two self-experienced stories where we describe how we as pedagogues act when children do not behave as we wish. We examine the different perspectives that can influence us pedagogues to act as we do. Our narrative about Kevin, seven years old, shows how he is excluded from his school mates as they perceive him as disruptive. Also the narrative about Pelle six years old is about his dislike of an activity he is forced to attendag ainst his will.

    The study is based on a hermeneutical method where, through the interpretation of different perspectives, we discuss several aspects that affect us in our actions. The perspectives we have chosen to highlight are treatment of children, organization, power structures, communication and reflection.

    Our narratives differ from each other in the way that the recreation instructor Ulrika has no mandate over her situation on this particular day she helps as an extra support in a class atschool. However Annica as regular pedagogue at the preschool owns and control her situation.

    We reflect about the interaction of our perspectives with each other and problematize them in a context. We clarify that different aspects interact with each other. In our essay we point out the importance of reflection for pedagogues in order to be able to see their own approachand how they handle and communicate with each other and with the children. We interpret our narratives by using the different theories.

    Download full text (pdf)
    fulltext
  • 113.
    Hjort, Amanda
    Södertörn University, School of Culture and Education, Teacher Education.
    Stökiga flickor och oväntade kärlekspar: En normkritisk läsning av tre ungdomsromaner2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to examine how three books written for teenagers and young adults address topics that are generally considered as deviant to social norms in order to conclude if they can contribute to a norm critical pedagogy in school. Norm critical pedagogy is foremost based on gender- and queer theory and tends to discuss how social norms and power structures are constructed and reproduced in different social contexts. To work in a norm critical fashion the teacher must be aware of the present norms and work to make the pupils conscious of them. Thereby the focus is on existing norms, rather on the deviances. To use norm critical pedagogy correct it must be incorporated in all subjects in school.

    The books that have been analysed in this essay are Syskonkärlek by Katarina von Bredow, Henrietta är min hemlighet by Maja Hjertzell and Tusen gånger starkare by Christina Herrström. This study shows that all books include and discuss subjects that are deviant to social norms, such as: non-conformal gender roles, homosexuality and incest. Tusen gånger starkare and Henrietta är min hemlighet are suitable to teach in upper school and upper secondary school, because they discuss subjects and themes that pupils and students in that age can relate to and they are written in ways that open up to discussions.  However, all books are not suitable to use in a norm critical pedagogy. Syskonkärlek’s theme is the incestuous relationship between a brother and a sister. Incestuous love is not only deviant to social norms, it is also against the law. To teach that book in the purpose to make the pupils aware of norms and start thinking critical about them, can have the opposite effect, though incest is seen as wrong in so many ways.

    Download full text (pdf)
    fulltext
  • 114.
    Hjulström, Erik
    Södertörn University, School of Culture and Education, Education. Södertörn University, School of Culture and Education, Teacher Education.
    John Dewey och relationens pedagogik2014In: Den reflekterade erfarenheten: John Dewey om demokrati, utbildning och tänkande / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, p. 131-149Chapter in book (Other academic)
    Download full text (pdf)
    John Dewey och relationens pedagogik
  • 115.
    Holm, Mikaela
    Södertörn University, School of Culture and Education, Teacher Education.
    Bland legohjältar och tillfångatagna prinsessor: En undersökning kring femåringars bråklek i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    By using the children's own thoughts and stories this theses aim to investigate and illustrate the phenomenon of rough and tumble play and its existence among five year olds in preschool.    

    The formulations of the questions are:

    • What do children consider as rough and tumble play? - and what characterise that?

    • From without a perspective of rough and tumble play, which kinds of rough and tumble play do the children play in preschool? - and how do those characterise?

    • What makes rough and tumble play possible and accepted for the children to play in preschool?

    In this thesis I have investigated the questions above by interviewing 11 five years olds about how they consider rough and tumble play in preschool. From without Birgitta Knutsdotter Olofsson's and Torben Hangaard Rasmussen's view about play and rough and tumble play I created a perspective of rough and tumble play, which I used for analyzing the empirics. With rough and tumble play I mean games or plays that includes wrestling, hitting, kicking, pushing, chasing, running or/and the use of weapons against other human beings or other visualized beings or/and human beings.

    The conclusions are that children has many different opinions of what rough and tumble play is. Depends on who you are asking you will get a different perspective. The conclusions also shows that rough and tumble play can exist, not just by its self, but also in interplay with other kinds of games and plays. The children are using different strategies to make the rough and tumble play fit the restrictions put on by the educators in the preschool.       

    Download full text (pdf)
    fulltext
  • 116.
    Holmblad, Rosanna
    Södertörn University, School of Culture and Education, Teacher Education.
    Högläsningens roll i barns språksocialisation: en undersökning om förskolebarns litteracitets- och språkutveckling2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the Swedish preschool policy documents all children should have the same opportunities to develop their early language skills regardless of their social background. The purpose of this study is to investigate how preschool teachers work with children's early literacy and language development with focus on reading aloud. The reason is to investigate how the preschool teachers work to create an environment that stimulates children's literacy and language development. Another intention is to study how often reading aloud occurs in the children's home environment and what the preschool teachers thoughts are about that. The study is based on interviews with four preschool teachers and surveys that were answered by parents. This study's theoretical perspective is based on development and learning occuring through social contexts.The conclusions of the study is that the preschool teachers find it very important for the children to get their early literacy and language development stimulated and that they work to create an environment that fulfills this. The preschool teachers were not sure about if reading aloud in the children's home environment occurred. Whether or not, if reading aloud occurs at home the teachers believe that children will get their early language development and literacy at the preschool anyway. The surveys showed that all the parents read to their children at least once a week and it seemed that they thought it was meaningful.

    Key words: Social background, early language development, literacy, reading aloud, home environment.

    Nyckelord: Social bakgrund, tidig språkutveckling, litteracitet, högläsning, hemmiljö

    Download full text (pdf)
    fulltext
  • 117.
    Hultin Eriksson, Susanne
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Sjöström, Kerstin
    Södertörn University, School of Culture and Education, Teacher Education.
    Genus i bilderboken: En analys av hur karaktärerna framställs i tre bilderböcker2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The picture book is the children's first contact with the world of literature. The aim of our study is to look at how children and adults are portrayed in the picture book, from a gender perspective. Our aim is to critically examine how girls and boys, men and women are presented when it comes to both characteristics and appearance. Our research also focuses on how the text and images complete each other and we conduct a qualitative text and image analysis. We use Nikolajevas (2000) analytical model for picture books and previous research that already exists within the subject.

    In our paper we have clarified the concepts related to gender: gender, gender roles, gender equality and the picture book. We have also emphasized and described which gender patterns are found in each book. In order to obtain our results, we have examined three picture books that were published during the 2000s. Based on the analysis, we discovered that there are still stereotypical roles in the books. This also counts for the environment, clothes and accessories of the characters in the books. In all three books, however, we could also see some gender awareness and the willingness to question clear gender patterns.

    Download full text (pdf)
    fulltext
  • 118.
    Hultman, Katarina
    Södertörn University, School of Culture and Education, Teacher Education.
    Hur uppfattas kvalité i förskolan?: Pedagogers uppfattning om begreppet kvalité2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    C-uppsats 3, färdig
  • 119.
    Hällerstam, Linda
    Södertörn University, School of Culture and Education, Teacher Education.
    Vad sägs om läxa?: En diskursanalys om läxans roll i hem och skola2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper addresses the role of homework within the home and school environments using a qualitatively approach inspired by discourse analysis method and theory. The paper considers three newspaper articles to identify current attitudes and understanding regarding homework’s role. The paper’s structure brings results and analysis together allowing the discussion to be continuously extended and deepened. The paper then used a literary analysis of a number of relevant research results. The presentation is intended to guide the reader through the discourse in the clearest possible manner.

    Download full text (pdf)
    Vad sägs om läxa? -En diskursanalys om läxans roll i hem och skola
  • 120.
    Ilgöy, Hülya
    Södertörn University, School of Culture and Education, Teacher Education.
    Konflikthantering i förskolan: en kvalitativ intervjustudie om olika sätt att arbeta med konflikthantering i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis was to find out how the teachers I have interviewed, felt that they worked with and looked at conflict management. The aim was also to find similarities and differences in teachers' ways of working with conflict. With the help of my questions, I got answers to what I wanted to explore in my essay. I used these questions: What strategies do the teachers I interviewed for managing conflicts in preschool? What tools do the teachers I interviewed see as most effective in the process of conflict management? Are there differences and similarities in the way that the teachers I interviewed work with current conflict? What factors, according to the informants starts a conflict? What is the teachers’ definition of a conflict and how does their definition affect their approach when working with conflicts?In my study, I have used a qualitative approach in the form of structured interview, to get material for my thesis. In my interviews, I used an interview guide and a tape recorder.I analyzed my material using three different theories. The first theory is Vygotsky's theory of learning and development from a sociocultural perspective, the other is Skinner's theory of positive feedback and the third is Freud's psychoanalytic theory. I have also used the previous research to analyze my empirical material. Previous research describing various approaches to working with conflicts. I have also used the book Solution -oriented pedagogy as a tool to analyze my material.     

    The study shows that it seems as the most important thing in one's work with conflict, is the way a teacher look at and relate to a conflict. Many of the teacher see a conflict as something constructive and positive. There is a different approach and strategies in the way the different pre-schoolteachers work and help the kids to take on and resolve a conflict. The similarities in the teachers work with conflict is that they find dialogue as an important tool and that the language is important in resolving a conflict.

    Download full text (pdf)
    examensarbete konflikthantering
  • 121.
    Inez, Haider
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Horan, knarkaren och fettots fortsättning…”: En queerfeministisk analys av de normbrytande personligheterna i romanen Eld2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Engelfors Trilogy is a three-part fantasy novel consisting of Circle, Fire and The key, written by Mats Strandberg and Sara Bergmark Elfgrens. Circle was nominated for the August Prize award 2011, which is a literary prize awarded each year. The book has also been translated into 25 different languages. Fire came out in August 2013 and is the part of the novel that I will concentrate on in these theses. What I will do in this paper is a queer feminist analysis of the novel's main characters in the book Fire. A similar analysis has been done of the first novel Circle, with few differences, by Anna Bergengren 2012.

    The purpose of this analysis is to with the help of the major analytical concepts of queer as sexuality, gender, class and ethnicity find standards and standard beliefs in the text that creates the various personalities. By means of the close reading and main character portraits find current standards. The results show a wide range of standards creation in terms of sexuality, gender, class and ethnicity, but also standard changes. These creations of standards express themselves clearly and emphasize gender stereotypes. For example of how a normal woman should be and behave in order to be considered feminine, such as that a woman should dress feminine and wear make-up. A sexual standard in the form of heterosexuality is the only acceptable sexual norm, and different standards depictions in the form of class and ethnicity for the sake of the advantages and disadvantages in society. These standards beliefs are clearly depicted in the story while they criticized and thereby changing. 

    Download full text (pdf)
    fulltext
  • 122.
    Isaksson, Sara
    Södertörn University, School of Culture and Education, Teacher Education.
    Den pedagogiska resan i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to make a comparison between the nursery/preschool recommendations (by the state) made in 1972 and the one used today. Here I’ve focused on the posts of looking after children vis-à-vis the educational responsibility. Also the type of education recommended in 1972 and what type of education recommended today. My questions concerns what the preschool recommendations from 1972 are and how they are viewed and applied today in the 2000nds.

    Since my questions has to do with ideologies regarding children, family and society I choose to do a specific form of text and content analysis called Idea and ideology analysis.

    In my theoretical chapter I choose two aspects central for my field of examination. These are discourse and discourse analysis, I choose them as they concern how people of different professions in society uses language to categorize and discuss various phenomena surrounding us. Discourse and discourse analysis also includes a description of what the Swedish discourse regarding childcare looks like during the two years I’ve been doing this study.

    My findings are that the preschool in both 1972 and today both have the responsibility to look after children and the educational task. I’ve also found that in 1972 a certain type of education is recommended for preschools while as today the recommendations don’t contain only one specific type of education.

    Download full text (pdf)
    fulltext
  • 123.
    Ishak, Rozalin
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Akan, Izla
    Södertörn University, School of Culture and Education, Teacher Education.
    Lärarens skriftliga respons på elevtexter: Två fallstudier om lärare och grundskoleelevers inställning till respons2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna undersökning är att ta reda på hur lärarens skriftliga respons uppfattas av elever och hur de arbetar med den samt hur lärare tänker kring skriftlig respons. För att finna svar har vi valt att använda en kombination av en kvalitativ och en kvantitativ ansats. Undersökningen har genomförts i form av två fallstudier i två olika utbildningsmiljöer. Undersökningen består av sammanlagt sex elevintervjuer, två lärarintervjuer och 41 deltagande elever i en enkätundersökning.

    Båda uppsatsförfattarna gör var sin fallstudie som innebär att intervjua en lärare och tre elever vardera samt genomföra en enkätundersökning. Undersökningen visar att eleverna i respektive fallstudie uppfattar den skriftliga lärarresponsen som positiv. Majoriteten av eleverna i både Fallstudie 1 och 2 tycker att de utvecklas med hjälp av skriftlig respons. Resultatet visar också att eleverna i Fallstudie 2 har enklare för att förstå responsen till skillnad från eleverna i Fallstudie 1. Anledningen till detta kan vara att eleverna i Fallstudie 2 ständigt har en dialog med sin lärare när de bearbetar sina texter efter de skriftliga lärarkommentarerna. Detta saknar eleverna i Fallstudie 1 då de enbart bearbetar sin text efter de skriftliga lärarkommentarerna utanför lektionstid.

    Download full text (pdf)
    Lärarens skriftliga respons på elevtexter
  • 124.
    Jacobsson, Vivianne
    Södertörn University, School of Culture and Education, Teacher Education.
    Modersmål i förskola - En kvalitativ undersökning av modersmål: Barn med flera språk: Flerspråkiga barn i förskolan: Att möta tvåspråkiga barn i förskola2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of this study was to look how preschool teatchers work with multilingual children in preschool. I chose to use a qualitative interview method, since the teachers reasoning and opinions were at value. That was my interest in this study.

    Both preschools that I have been to and done my interviews at show a great interest by their curiosity to learn words and phrases in different languages. The teachers use the children´s parents for access for new words. It is predominant among the teachers to encourage the children to speak their mother tongue with each other in preschool, and the teachers also point out how important it is that the parents speak the mother tongue at home with the children. The teatchers wish is that every child should feel proud of their origin, language and culture.

    The preschool used song, music and fairy tales and they also divided the children into smaller groups so everyone could have their say. Ladberg describes how fairy tales are a good and abundant material were the children learn new words. She also points out that it´s good to divide the children into differnet small groups were they´re approximately at the same level. Children who don´t understand become sad and lose their concentration, give up ”shut down” the language. The best way is to read fairy tales in small groups (Ladberg 2003, s. 157, 158).

    The difficulty to work with multilingual children is that the teachers sometimes don´t know if the children understand what teachers are saying.

    The result shows that the teachers show an approach, which is based on curiosity of the teachers and listen, converse, and do research togheter with the children. The teachers give the children participation by bring out children´s processing of learning and development by the goals of the curriculum (Lpfö 98 2010, s. 9, 10).

    Download full text (pdf)
    fulltext
  • 125.
    Jakobsson, Emelie
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Petré, Therese
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk dokumentation: Förskollärares attityder till pedagogisk dokumentation i förskolan och ramfaktorers påverkan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the Swedish Curriculum (Lpfö 1998, revised 2010) pedagogogical documentation constitute a big part. It is important that the childrens development and learning are documentated properly, both for the child itself, but also as an quality review and evaluation of the work that is made at the Preschool.

    In this study we have examined preschool teacher’s attitudes towards pedagogical documentation and how they work with it and use it in the daily work at the Preschool.

    We have also examined their own abilities to implement pedagogical documentation. For whom is the documentation made for? We also wanted to see if the children had any opportunity to influence the work.

    We have used a qualitative method and our study is based on six semi-structured interviews with six preschool teachers. We have used Ulf P Lundgren and Urban Dahlöfs frame factor theory and Vygotskijs sociocultural perspective theory.

    The result showed that preschool teachers have a positive attitude towards educational documentation but their work is often affected by the external frame factors which makes it hard for the Preschool teachers to realize the pedagogical documentation work.

     

    Download full text (pdf)
    Pedagogisk dokumentation - förskollärares attityder till pedagogisk dokumentation och ramfaktorers påverkan
  • 126.
    Jansson, Kitty
    Södertörn University, School of Culture and Education, Teacher Education.
    Du kan inte bestämma över mig: En essä om barns inflytande på förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Min undersökning utgår från en händelser där mina personliga intressen är starka men där ett barn vill något annat. Min utgångspunkt är en egen upplevd berättelse om en pojke som inte vill gå till skogen eftersom han inte upplevde skogen som en bra lekplats. Naturen är för många pedagoger förknippat med minnen från barndomen och dess traditioner om den goda utemiljön. Även jag upplever skogen som den mest perfekta inlärningsmiljö som förskolan har att erbjuda. Det gör att jag har valt att reflektera om varför barnets vägran väcker sådana tankar hos mig. Genom min undersökning önskar jag att förstå begreppet utemiljö och hur olika den kan upplevas.

    Jag som pedagog har mött barn med andra värderingar och erfarenheter vad lekmiljöer utomhus är. Genom att granska lekens villkor och regler försöker jag utveckla begrepp som social kompetensutveckling innebär och förstå hur olika barn gör för att lära sig det. I lekarna använder barn olika strategier för att bemästra sin vardag, vilket jag i berättelsen utforskar utifrån ett barns perspektiv.

    Genom att ställa mig frågande till föreställningen om det kompetenta barnet som ska ha inflytande i sin vardag på förskolan. Försöker jag undersöka vad står egentligen inflytande för. Jag undersöker hur jag i min roll som pedagog kan använda barn tankar och åsikter när jag planerar aktiviteter på förskolan. I arbetet använder jag mig av mina erfarenheter och vill genom min undersökning ta reda på hur forskare lyfter begreppet inflytande ur ett barnperspektiv

    Jag anstränger mig för att förstå ur ett barns perspektiv för att utveckla synsättet om det kompetenta barnet. Jag kommer även att reflektera kritiskt över hur jag som pedagog vågar lita på barns kompetens och vilja till samarbete. Genom att lyfta begreppet inflytande vill jag synliggöra och problematisera det från ett barns tankevärld som ofta ställs gentemot barngruppens behov. Jag reflekterar över hur pedagoger samtalar med barn och om barns möjligheter att påverka sin vardag på förskolan.

    Download full text (pdf)
    fulltext
  • 127.
    Jansson, Marie
    Södertörn University, School of Culture and Education, Teacher Education.
    "Jag vill inte bara överleva dagen": en essä om organisationens och etikens betydelse i skolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Download full text (pdf)
    fulltext
  • 128.
    Johannesson, Eija
    Södertörn University, School of Culture and Education, Teacher Education.
    Jag förföljer dig inte, jag följer dig fina du!: En essä om förskollärarens profession och solidaritet2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about my meeting as an educator at a preschool with a child who is deemed to be in need of special assistance. I have worked in preschools and schools for nearly fifteen years and have met a great many children with different needs during these years. I tell in this essay about my relationship with Lucas who is a child I feel need special support in his everyday life. Lucas has what we in the preschool world call impulse controlled behavior. I also feel that he is disturbed by external stimuli such as sound and he has difficulty with social interactions with friends. This places demands on me as an educator to know how I can best meet Lucas at preschool.  

    In my essay, I lift up my feeling of being a divided teacher. I find that I occasionally find it difficult to be on hand and meet the needs of the group, the other teachers as well as those of the individual child. I have chosen to use Henriksen & Vetlesen´s book Etik i arbete med människor (The ethics of work with people) where they discuss empathy and its role in professional life to reflect on this.

    In my essay, I discuss the special education´s entry in the preschool world. I reflect on the differences in education and special education and its importance in my profession. I use Eva Björck-Åkesson´s book Specialpedagogik i förskolan (Special education in kindergarten) which is based on a system theoretical perspective. I also use Claes Nilholm´s book Perspektiv på specialpedagogik (Perspectives on special education) in my reflections on special education. Through my selected literature and my own reflections I review myself.  I have in my story related events with Lucas where his vulnerability in the children's group becomes apparent. I have critically reviewed these events and discussed if I in my educator role contributed to this vulnerability. I find using the literature that my role as an educator is complex and I examine myself during the writing of this essay. My own personal experience turns out to play a role in my role as an educator.

    Download full text (pdf)
    fulltext
  • 129.
    Johansson Kristensen, Alexandra Elise
    Södertörn University, School of Culture and Education, Teacher Education.
    Språk och integrering i F-3: En kvalitativ undersökning där lärare i F-3 diskuterar och reflekterar språkets och integreringens betydelse för elevernas utveckling2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of my study is to see how teachers in the early primary school are working to teach all their pupils based on how different ethnicities, cultures and multilingual differences reflect on their work places – the classrooms. I've also contacted the county, were the schools are located in, so I could see what system they are using and how it affects the society.

    The Swedish society is influenced by different cultures, multilingualism and ethnicities the more time passes, which means that teachers all around need to integrate their pupils in the system so they can better adjust to how the Swedish school system works and be prepared for adult life. Teachers need to concentrate intensely on how they should guide the pupils in their specific class so they can reach their full learning potential and reach the knowledge criteria set by the Swedish school system.

    I contacted the board of education and to set up a meeting so we could discuss my project. During the meeting I asked the representative how they believe this matter should be handled. After the meeting with the board of education I’ve contacted several teachers in the area. Four teachers participated and contributed information for this study.  

    The result of my study is that the teachers I’ve been in contact with have pupils that often speak more than one language and the hardest job is to guide them to become viable society citizens in Sweden and still have their culture, language and ethnicities with them.

    Download full text (pdf)
    fulltext
  • 130.
    Jonasson, Therese
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Det är det som är att vara lärare”: En kvalitativ studie om sex pedagogers tolkning av individanpassad undervisning2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to Swedish school policy documents, every teacher’s assignment is to individually adapt the education to meet every student’s needs. There are no exact guidelines about how to make these adaptations. The purpose of this study is to investigate how six teachers interpret the policy documents and how they, according to themselves, work to achieve this. This study is built on six interviews with teachers who work with children in the ages from seven to ten. The theoretical perspectives of this study are based on John Dewey’s thoughts regarding every human being having different needs and the importance of meeting those needs. The other perspective is Lev Vygotskij’s zone of proximal development which means that learning is done by being helped by someone who has greater knowledge.

    The conclusions of this study are that the teachers all think that it is important to adapt the education to every individual. Some of the teachers give their students the same assignments, but give them different amounts of time to finish them. Other teachers expect different results depending on the student’s prerequisites. All of the teachers find it difficult to adapt the education to every student since there are no guidelines about how to do it.

    Download full text (pdf)
    fulltext
  • 131.
    Jonsson, Kristine
    Södertörn University, School of Culture and Education, Teacher Education.
    Förskolekultur: En vetenskaplig essä om hur olika förhållningssätt påverkar förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In my scientific essay, I an experienced child minder, describe two different preschools cultures and investigate how preschool culture can be influenced and created by different conditions. In my first story I describe a professional preschool with a preschool director who is involved in the activities every day. The second story is about a preschool that is characterized by a different preschool culture and members of the staff who are stuck in old patterns and with an absent preschool director. What is it that really creates a professional preschool? I want through my essay highlight pedagogues child perspective, attitude, approach to ethics and preschool values. I'm also researching preschool manager's responsibility and commitment in the preschool educational activities. The text treats communication as an important aspect of a preschool to function.

    To examine the issue of preschool culture, I use current research literature on professional ethics reflecting on what it is that can affect a preschool culture. It's also about the pedagogue’s ability to handle different situations with children, parents and colleagues, in a respectful manner.

    All employees within the preschool have the same mission and commitments including through preschool curriculum. "Why is there a difference between preschool cultures and the quality of preschools? And "How can I, as an experienced child minder, influence and develop the educational activities, values and attitudes that have characterized a preschool for many years?" I have come to the conclusion that commitment and understanding about the preschool assignments both from the preschool manager and pedagogues contribute to how a preschool culture is created. Above all, each and every individual within the preschool has an important role in the preschool in order to create a professional environment with a culture of good quality.

    Download full text (pdf)
    fulltext
  • 132.
    Josefsson, Hobel
    Södertörn University, School of Culture and Education, Teacher Education.
    En studie av hur mellankrigstiden presenteras i grundskoleläroböcker i historia2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Although textbooks are scientifically proven that they are important and central to the school curriculum one should think critically about the content in textbooks - is it really compatible with the curriculum of following the textbook tradition? As a teacher there are different ways to reflect on which textbook to choose. It is important to compare several textbooks with each other and be aware that a textbook should follow the curriculum. A teacher examines many sections/topics in the textbooks, but in this paper only one section will be reviewed among four different textbooks. The section to be compared, in the paper, is the interwar period. The reason for this choice is that the topic is required according to the current curriculum Lgr11. The essay will show an investigation about a few selected textbook authors. The main question is if the authors write as the textbook tradition or according to the curriculum. Four different textbooks will be compared in this paper where two of these books have the same publisher, the same author but two different curriculums (Lpo94 and Lgr11).

    The essay is based on a qualitative research in which a text analysis is done – to analyze if the textbooks follows the required topics of the curriculum or following the textbook tradition.

    Even an quantitative study has been done as an analysis of textbooks whereas the amount of pages and headlines are in focus. This was made to compare how much the authors have written about the interwar period and if similar headlines was used.

    A comparison of different curriculums has also been done, between the Lpo94 and Lgr11. This was made to see if there was a change in content or how authors wrote about the same historical event. This may provide an explanation for why the textbook authors have written different in both textbooks written by the same author and printed by the same publisher but in line with two different curricula.

    Author: Hobel Josefsson. Mentor: Örjan Simonson The spring 2013

    Keywors: history, interwar period, textbooks, textbook author, textbook tradition, curricula – syllabus, comparative

    Nyckelord: historia, mellankrigstiden, läroböcker, läroboksförfattare, lärobokstradition, läroplaner – kursplan, jämförelser

    Download full text (pdf)
    En studie av hur mellankrigstiden presenteras i grundskoleläroböcker i historia
  • 133.
    Josefsson, Hobel
    Södertörn University, School of Culture and Education, Teacher Education.
    Frälsningssynen inom kristendomens tre inriktningar: En kvalitativ studie2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the directives of Lgr11, learning about Christianity should be an important part of religious education in secondary school (7th-9th grade) in Sweden. A school teacher must therefore have good knowledge of the field and of different aspects of the beliefs of the various Christian traditions.

    This essay is about how salvation is conceived of by two members of the laity in each of three different Christian traditions: the Syriac Orthodox Church, the Roman Catholic Church and the Church of Sweden (which is Lutheran). As a theoretical perspective for my analysis, I have chosen the official views of salvation of these three churches. That is to say, views of the members of the laity have been compared with the official views of the respective churches. It is thus a very limited qualitative study aiming at finding out how the views of the laity conform to the official creed concerning salvation and whether there are any differences here between the churches. The result of this essay is that there were few differences and a lot of similarities between the laity belief in the relation to the official doctrines of salvation. Only among the protestant laity differences were prominent.

    Download full text (pdf)
    Frälsningssynen inom kristendomens tre inriktningar
  • 134.
    Juliet, Fermano
    Södertörn University, School of Culture and Education, Teacher Education.
    IKT - 2000-talets mentor?: En jämförande studie mellan manliga och kvinnliga pedagogers uppfattning om IKT i undervisningen2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During the past decade Information Technology (IT) and Information and Communication Technology (ICT) have become the main tools in teaching. Authors and early educators who are treated in the study talks about how technology has come to change the school's approach to teaching and didactic tools. The technology has also affected students´ and teachers´ ways to work because the technology's versatility makes demands on the user's expertise and competence. The technical skills have long been associated as a male domain, where men are expected to master the technology´s versatility. These expectations are not the same for women. The empirical data will therefore be based on a gender perspective to examine if the technical competence differs in how male and female teachers choose to integrate IT and ICT in education.

    Download full text (pdf)
    IKT - 2000-talets mentor?
  • 135.
    Jägare, Lotta
    Södertörn University, School of Culture and Education, Teacher Education.
    Pojkar och flickor i barnlitteratur: En studie om genuskonstruktion i skönlitteratur för barn2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt syfte med denna studie är att undersöka och beskriva hur genus kan konstrueras i barnlitteratur. Studien avhandlar hur genus framställs och konstrueras i två stycken skönlitterära böcker som är skrivna för barn i åldersgruppen 6-9 år. Som metod har jag använt en diskursanalys vilket är en kvalitativ textanalys. Mina resultat visar en ganska stereotyp framställning av genus även om det görs små avsteg från normerna. Jag ser en risk i att barnen kan påverkas av dessa stereotypa framställningar och att de tvingas in i genusordningen utan att få möjlighet att utveckla identiteter med breda genuspositioner.

    Karaktärerna i min studie visade upp både feminina och maskulina drag vilket jag tror är ett problem som återfinns i alla genusstereotyper och inte enbart i litterära sammanhang Jag upplevde det problematiskt att strikt tolka karaktärerna mot ett motsatsschema. Det jag ändå kom fram till i mina slutsatser är att jag håller med den tidigare forskningen om att värderingar återfinns i barnlitteraturen, samt att den kan både utmana och förstärka normer som finns i samhället.

    Download full text (pdf)
    fulltext
  • 136.
    Kallenberg, Karla
    Södertörn University, School of Culture and Education, Teacher Education.
    Mobbning: En undersökning om lärares syn och förståelse av problemet mobbning i grundskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    According to the national curriculum in Swedish schools, teachers have the responsibility to prevent and discourage psychological and physical harassment (Lgr 2011). This study focuses on 7 teachers with their viewpoint and understanding of bullying as a human based social problem. The teachers, as the informants, give their personal explanation on how they act, prevent and discourage bullying in their school. The research places the emphasis, based on, interviews from which teachers are telling, relating and explaining on how they say that they are preventing and discouraging bullying.

    The conclusion from this study is that the interviewed teachers do, from their viewpoint, understand bullying as psychological and physical harassment problem which is based on a question of interpretation in regards to the victim. The informants do place different emphasis on what causes the problem, if it is a question of the individual or of it is a problem based on the socialization between individuals. The conclusion is also that the teachers know how they should and would act in the prevention and discouragement of bullying in school by continuously making conversation with students about bullying and their behavior. Further more the conclusion is that teachers within their school cooperate and that they receive support from their schools by further-education in how to work with the prevention and discouragement against bullying.  

    Download full text (pdf)
    OmMobbning_KarlaKallenberg
  • 137.
    Kantare, Kerstin
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Inte ens en knäckemacka får vara en trekant längre utan det är en jäkla triangel”: en vetenskaplig essä kring matematik och kollegialt oförstående i förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I min essä skriver jag om ett flertal spontana matematiktillfällen i förskolan. Jag vill att barnen ska få med sig så många positiva upplevelser som möjligt inom matematiken från sin förskoletid. Förskolans läroplan är tydlig med att matematik är viktigt på förskolan. Varför anser man att den är det? Det finns fyra strävansmål i matematik. Vad behöver jag som pedagog klara av för att uppfylla dessa mål? Jag vill även undersöka pedagogernas syn på matematik. Vad säger forskningen om pedagogens roll kring matematik?Matematiken jag beskriver i essän är lustbetonad och vardaglig, trots det möts jag emellanåt av kollegialt oförstående. Jag har under mina år inom förskolan mött många förskollärare och barnskötare som ansett att matematik hör hemma i skolans värld. De har även uttryckt personliga negativa känslor inför matematik. Hur påverkar det dem i arbetet med barnen?I min reflektion belyser jag förskolans uppdrag och pedagogens viktiga roll för barns lärande. Syftet med essän är att problematisera konflikter inom arbetsgruppen när det finns olika åsikter, vilka dessutom leder till att barnen far illa. Jag vill på detta sätt försöka hitta ett sätt att komma tillrätta med dessa konflikter. Hur kan jag få mina kollegor att dela mitt positiva matematiktänkande

    Download full text (pdf)
    fulltext
  • 138.
    Karacsonyi, Anneli
    Södertörn University, School of Culture and Education, Teacher Education.
    Bland figurer, gubbar och mutanter: En kvalitativ studie om pedagogers syn på populärkultur i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to investigate educators’ attitudes and didactic positions on popular culture as a form and a means of children’s learning in preschool. The questions posed in the study are:

    •  How do the educators define popular culture, which examples of popular culture do the educators give?
    •  How do the educators describe the spoken and unspoken rules and positions regarding popular culture in preschool practice?
    •  What are the risks and benefits when including popular culture in preschool, according to the educators?

    In this qualitative study four educators from different preschools have been interviewed. The preschools take as a starting point different educational philosofies. The study is based on Vygotsky’s sociocultural perspective in which children learn through interaction with others. The result of the study shows that popular culture is difficult to define. The educators give examples of cultural activities, games and toys. Popular culture is part of preschool and is made evident through children´s play. All educators show both positive and negative attitudes toward popular culture. It is considered positive when it is inherent in children’s interests and culture. On the other hand it is considered negative because of the possible bad influence on children or because of the risk of taking too much space in the children’s activities. All preschools had restrictions on popular culture in one way or another and the biggest differences can be found between the Waldorf preschool and the Reggio Emilia preschool.

    Download full text (pdf)
    fulltext
  • 139.
    Karadag, Ayla
    Södertörn University, School of Culture and Education, Teacher Education.
    Hur bidrar Ipad till samspel i förskolan?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This is qualitative study of, four teacher´s views on the use of iPad in teaching and learning. In addition, I will examine the disadvantages and advantages of iPad use as a teaching tool in preschools.

    My questions are:

    • What is the practical use of tablets in preschools today?
    • Are preschool teachers using the tablet as a teaching tool? If so, how?
    • Is the use of tablets in preschools contributing to children´s social interaction, as well as between children and teachers` social interaction?

    The purpose of this study was to find out how the four teachers uses the iPad as a teaching tool in the interaction between children in preschool. I have chosen to use Vygotsky’s and John Dewey´s theories. Both mention the importance of social interaction in learning processes. Interaction is a large part in socio-cultural theory, which makes the theory useful.

    I made qualitative interviews with four preschool teachers. I also made observations. My interviews and observations were made in two different preschools. The results showed that the iPad is a complementary educational tool. The teachers also thought that an iPad is an educational tool that can be used for different activities. The tool is used in social interaction where children expand their social development as they learn to interact, communicate and respect each other. The children communicate while talking about how to use the iPad. All teachers` attitudes were positive when it came to using the tablet in preschool. However, the teachers felt that there may be some drawbacks. Among other things, teachers must introduce the iPad properly. The iPad should be an educational tool, not a toy. Educators should therefore be present when children use the tablets.

    Download full text (pdf)
    fulltext
  • 140.
    Karlberg, Johannes
    Södertörn University, School of Culture and Education, Teacher Education.
    Drama i skolan och på fritidshemmet: En kvalitativ undersökning om några pedagogers och elevers uppfattningar om drama2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The study aims to examine some teachers' and students' conceptions of drama in schools and in after-school centers. “Educator” in this study refers to after-school leaders and drama teachers.  The study is limited to three educators and three students at a public school in the Stockholm area. This study considers the following questions: How do educators use drama in schools and in after-school centers? How do students perceive drama in schools and in after-school centers? What importance do educators think that drama has for students?

    The study draws on the socio-cultural theory on teamwork and social interaction. The survey contains interviews and is inspired by the phenomenographic approach as a method.

    The results show that teachers use drama in different ways, oftentimes integrated with other school subjects, particularly with Swedish. Students feel that they have use of what they learn during drama in other school subjects. Both educators and students perceive participation and cooperation (including the fact that students help each other during the drama process and that students can learn from each other in drama lessons), to be important elements of drama teaching. The teachers and one of the students feel that through drama, students become bolder. Two out of the three teachers believe that through drama, knowledge becomes practical and is really learned by the students. By working with conflict-resolution in drama, students practice how to express their opinion in front of others, gain understanding of each other’s differences, and put themselves in other people’s situations in order to - through communication - learn how to resolve conflicts themselves. One of the teachers perceives the social training that occurs through drama to be significant. The educators believe that students are strengthened in their self-esteem and self-confidence through drama, and that through an inner experience, increase their self-awareness. The educators and students see drama as a forum in which students can use and develop their imagination and creativity.

     

    Download full text (pdf)
    fulltext
  • 141.
    Karlsson, Hanna
    Södertörn University, School of Culture and Education, Teacher Education.
    Den viktiga barnlitteraturen: Om förskollärares uppfattningar kring normkritisk barnlitteratur2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out what preschool teachers think about antisocial children's literature. Based on five qualitative interviews with teachers at a preschool that works with a standard critical approach. In order to fulfill my purpose with this study, I focused on how these teachers felt that it was important to use the standard critical children's literature in preschool. I wanted to find out what the teachers' thoughts were on the concept of standard critical children's literature and how and whether they use it in their daily activities. When I analyzed the results of my interviews I used the queer theories that include standard critical pedagogy and literature in preschool. The interviews of the teachers indicated that they thought it was very important to work with the standard critical children's literature and considered it an important gear that they use. Educators believe that the normalized critical literature is important in the preschool environment because it can reflect all children. The results of my study show that by examining their own norms and perceptions of normality, allowing you to work with a standard critical approach. It also gives you an awareness that will help you as a teacher to understand how you can make use of the standard critical children's literature. The active choice of method and materials in preschool helps preschool teachers to understand how to make use of literature daily. The standard critical literature in preschool educators can introduce different realities for children. It also helps them to develop the vision to analyze the norms and show that there are a lot of different people living in different ways.

    Download full text (pdf)
    fulltext
  • 142.
    Karlsson, Hanna
    Södertörn University, School of Culture and Education, Teacher Education.
    Förskolans inomhusmiljö ur ett genusperspektiv2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay is about me and my colleagues who have come to realize that maybe we are stuck in old habits when it comes to preschool indoor environment from a gender perspective. The insight has enabled us now face the challenge of how to deal with and move forward with gender issues and the indoor environment. The reviews between us educators differ greatly, making it difficult start of a process of change, or development, of previous work in the preschool. The difficulties of working with gender in preschool is that we do not know how teachers influence or shape the children. We educators controls many times the children, both consciously and unconsciously and sometimes benevolence tend to instead become a takeover. We also want to develop a norm-critical approach to preschool. The dilemma is how it should be done in a natural way as the children in our preschool has homogeneous family situation and we educators do not have enough experience on standard critical perspective.

    The purpose of my essay is that based on my experience, discuss the pros and cons of striving for a gender-neutral indoor environment. That will I do by highlighting and portray my experiences from when we started the nursery in 2001 and until today in 2013, to gain perspective on the indoor environment. With the help of my own and theoretical reflections, I will look at how working has changed in our workplace, but that we noticed or been aware of it. I want to make impact in how the discussion of gender in preschool has changed over the years. I also want to problematize what is a good or less good indoor environment for children in preschool through a pedagogical approach to the standard critical perspective. Something I want to mention is difficulties that educators face in working with a gender-inspired preschool.

    My reflective along with my preconceptions, I have lead me to approach the dilemmas that gender norms create in my daily task at the preschool. Through my encounters with colleagues, parents and children. I have reflected on the events that occurred during these meetings. My own reflections and thoughts have provided the basis for this investigation. I have been using a variety of theoretical perspectives to sort my reflections and thoughts. The theories I have used are for example the current curriculum for the Swedish preschool (Lpfö 98/10), as we as literature by Elisabeth Nordin-Hultman and Klara Dolk.

    My research question is formed with thoughts on how I, along with my work colleagues can create more awareness of the preschool indoor environment from a gender perspective, to develop a gender neutral environment in our preschool. Some obstacles to get further arise from colleagues we have shared opinions about what is good practice. The standard critical perspective is something we are interested in and started to explore, but there have also been new problems to work on. Who and what those difficulties might be and consist of, is something that I raise in my essay.

    My conclusion is that by letting the kids get more involved in preschool indoor environment from a gender perspective, a common change happen.

    Download full text (pdf)
    Förskolans inomhusmiljö ur ett genusperspektiv
  • 143.
    Karlsson, Patrik
    Södertörn University, School of Culture and Education, Teacher Education.
    "Hon med den  söta, allvarliga munnen och ögon som stjärnor": En kvalitativ studie om hur genus skapas i barnlitteratur2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to analyze how gender is expressed and created through four popular fictive children's books. The characters in the books are analyzed from a gender perspective. A central point of departure is the theory about how males and females are separated by being given different characteristics and how this distinction creates gender. The paper also analyzes the narrative form of the different books, whether this form is expressed in a masculine or feminine matter. The risk with such stereotype characteristics for male and female characters is that children might be influenced by them, forcing them into certain gender positions, which might prevent them from forming their own unique identity. The method for the paper is a qualitative text analysis.

    The analyzes and results show that stereotype gender is expressed and reproduced through the different characters in the books. Some characters problematize these stereotype genders by showing both feminine as well as masculine characteristics. My thesis is that this expression of both masculine and feminine characteristics is the ultimate problematization of stereotype gender. The four books also contain similar narrative forms where they are all told in a masculine way by being very structured and explicit through parts such as beginning, middle and ending.

    Download full text (pdf)
    genusanalysbarnlit
  • 144.
    Kasten, Amanda
    Södertörn University, School of Culture and Education, Teacher Education.
    Förberedelseklassen & förflyttningen till den ordinarie klassen: En kvalitativ studie av fyra flyktingbarns skolupplevelse2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to get insight into refugee children’s perception about experience of the preparatory class, the transition to the ordinary class and the ordinary class. To get access to my informant’s perspective and also to get a more profound understanding of their experience, I oriented the study in a qualitative approach. This study will highlight the refugee children’s personal experiences and their point of view regarding the schools preparatory class, ordinary class, together with other pupils behaviour against them in the social interaction. The study is based on the qualitative interviews of four refugee children attending the class 7 and 9, two girls and two boys. The result of the study has been analyzed with a sociocultural- narrative- and a hermeneutic perspective in order to answer the study’s questions.

    The study shows that the refugee children experienced the time in the preparatory class as positive. They partially developed their Swedish language and felt a strong belonging and solidarity towards their class mates. The transition from the preparatory class to the ordinary class is described as partially problematic, as they felt that they were partly socially excluded. The refugee children’s descriptions of the school situation can be interpreted as pedagogical and socially exclusion. A conclusion from this shows that preparatory classes activity must be more reflect upon how the newly arrived experience their situation in school. A development is needed and the school staff need to reflect upon their tutoring and what approach that needs to be used on the newly arrived.

    Download full text (pdf)
    fulltext
  • 145.
    Katrin, Gourie
    Södertörn University, School of Culture and Education, Teacher Education.
    Förberedelseklass eller direkt integrering? : En jämförande studie om hur två skolor i Södertälje kommun med olika arbetssätt arbetar med att integrera nyanlända högstadieelever i den svenska språkundervisningen2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to examine how two different schools in Södertälje municipality are working to include and integrate newly arrived high school students in the subject Swedish as a second language. I will do a comparative study in which I study the teachers’ completely opposite way of working to integrate newly arrived school students in the subject Swedish as a second language. I have used a qualitative method where I have conducted interviews. My main theory is Peder Haug's (1998) theory. He uses the concepts of “segregerande integrering” and “inkluderande integrering”.

    Overall, I would determine that the results of my study suggest that there are many ways that you can work with to achieve integration in school and in the Swedish community. The conclusion of this study is that the newly arrived high school students are integrated in different ways. I have found that the teachers’ in both schools are satisfied with their work and believe that both working methods are aiming at integration. Both schools despite the differences and the similarities in their working methods strive towards the same aim and that is that the newly arrived high school students is going to be integrated in school education and in society.

    Download full text (pdf)
    Katrin Examensarbete
  • 146.
    Kesenci, Petra
    Södertörn University, School of Culture and Education, Teacher Education.
    Tvåspråkighet i förskolan2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my study is to examine how four teachers in a pre school believe they relates to and reasons about bilingualism. To be able to realize thisstudy, i proposed three issue following:

    • How do the teachers in kindergarten relate to bilingualism?
    • How do teachers in preschool reason around the work of bilingual children?
    • What do teachers think about the educational environment in relation to language development?
    Download full text (pdf)
    fulltext
  • 147.
    Khan, Saima
    Södertörn University, School of Culture and Education, Teacher Education.
    Modersmålsträning på förskolan: En kvalitativ studie om hur modersmålsträning är utförmad i förskolor2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this thesis is to investigate to what a few preschool teachers and mother-tongue teachers consider the influence mother-tongue training has on children. The thesis also looks into how these teachers cooperate and view about the mother-tongue training organization structure and what support mother-tongue teachers get in the concerned preschools. More specifically:

    • What influences do three preschool teachers and three mother-tongue teachers consider that mother-tongue training has on the development of the children?
    • Which support do the three mother-tongue teachers receive from the preschool principals and other preschool pedagogues in their work? - Is there any cooperation between them?
    • In what way do the three preschool teachers and the three mother-tongue teachers think that the mother-tongue training organization structure affect the children’s status in the group?

    Method: In order to achieve a deeper understanding of the context, a qualitative method based on interviews and observations was employed and relied upon. Three preschool teachers and three mother-tongue teachers from two different preschools in the same municipality were interviewed to acquire answers to the questions concerned.

    Result: The result of this enquiry shows a direct and explicit comprehension that mother-tongue is immensely important for children’s development. Mother-tongue teachers believes that they are treated and accepted much better today than in foregone years and that there is better cooperation today between different concerned bodies. The result also indicates that the organization structure of the mother-tongue training can and do sometimes create problems in the child group. The child often does not gain entry to an ongoing activity/play when he/she comes back from mother-tongue training vis-à-vis often he/she is reluctant to leave their playmates and go away for a mother-tongue’s lesson. In order to avoid this problem it is imperative that preschools teachers put in a lot of energy and commitment to avert exclusion from play/activity after mother-tongue training. The interviewed teachers to this thesis claim also that the current organization structure of the mother-tongue training can be seen as division of groups just as much as the other division of groups in the regular organization. Children are used to the continuous division of groups in the preschools. The interviewed teachers are quite content and satisfied with the present organization structure but retain that there are certain areas which needs to be looked into and improved.

    Download full text (pdf)
    c-uppsats
  • 148.
    Kovacevic, Sanja
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Det är ju lättare med svenska föräldrar”: En kvalitativstudie om sex förskollärares upplevelser i mötet med föräldrar med annan etnisk bakgrund än svensk2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Sweden has over the past years grown into a multicultural society which has caused that people with numerous variances of religion and cultures have to interact. This essay will be based on several primary school teacher’s experiences with immigrant families. The purpose of this essay is finding out how they are introduced and integrated in Swedish primary schools by the teachers.

    I’ve interviewed six primary teachers that shared what they’ve experienced with immigrant families. In order to achieve this study’s purpose I’ve used qualitative methods. The theory for this essay has been chosen to provide me with deeper knowledge about intercultural communication and meetings between people with different cultures.

    The results have shown that teachers experienced the culture as a big influence in the meetings. The meetings between parents and teachers has been challenging and difficult. The difficulties was often caused by the lack of understanding and communication issues, based on language, religious beliefs etc.  I’ve found out that teachers had trouble informing and achieving what was written in the curriculum for primary schools.  The teachers experienced that immigrant parents had low expectations of the primary schools and on its staff. This study has shown that teachers resolved difficulties in the meetings by acknowledging immigrant parent’s languages, heritages and cultures. 

    Download full text (zip)
    fulltext
  • 149.
    Kumar, Savita
    Södertörn University, School of Culture and Education, Teacher Education.
    Barnens reagerande och perspektiv på det könsneutrala begreppet ”hen”: En studie om hur barn på förskolan reagerar på begreppet ”hen”.2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    "Hen" har det skrivits mycket om i populärkulturella skrifter samt diskuterats om i debatter och i radioprogram, men ordet har inte i stor utsträckning avhandlats i en akademisk kontext. Jag känner att det är nödvändigt att analysera "hen" ur ett teoretiskt perspektiv, och få kunskap om hur begreppets användande i förskolan skulle fungera. Syftet med denna studie är att få kunskap om hur barn på förskolan reagerar på begreppet "hen" i ett socialt och språkligt sammanhang.

    Som förskolepedagog har jag förmånen att få arbeta med barn och kan via min roll utföra en mindre typ av studie på en mindre barngrupp för att få svar på följande:

    Hur ser barn på användandet av begreppet "hen", vad är deras perspektiv på ordet, och hur reagerar de på begreppet i förskolemiljön?

    För att utöka kunskap om barnens perspektiv på begreppet är deltagande observation valt som vetenskaplig metod. Denna utförs tillsammans med förskolans barn i förskolans miljö i olika aktiviteter och sammanhang. Jag har använt mig av följande aktiviteter för att få ett svar på min frågeställning;

    • Sång under samling - där jag byter ut könsbundna ord till det könsneutrala begreppet "hen"
    • Högläsning – "Kivi & Monsterhund"
    • Fria lekar som får barnen att agera ut sin kreativitet
    • Frågeställningar och dialog med barnen, för att få insikt i deras tankar om aktiviteterna.

    Totalt har det gjorts fyra aktiviteter vid fyra olika tillfällen med två olika barngrupper i en förskola. Det var tre pedagoger och 11 barn i åldrarna 3-5 år som deltog. Av dessa elva barn var det 6 flickor samt 5 pojkar. De aktiviteter som gjordes valdes för dess relevans till studien. Könsneutralitet är det som ska undersökas och speciellt är det av intresse att se barnens perspektiv på könsneutralitet och begreppet "hen".

    Den slutsats som kan dras är att barn ser mildare på könsroller än vad vuxna gör och reagerar inte mycket på begreppet "hen". En ytterligare slutsats är att barn påverkas i stor grad av vad andra barn uttrycker och hur andra barn beskriver sina uppfattningar.

    Download full text (pdf)
    fulltext
  • 150.
    Kyller, Carola
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Abedini, Mehrnaz
    Södertörn University, School of Culture and Education, Teacher Education.
    Fyra pedagogers skilda uppfattningar om utomhuspedagogik som fenomen2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med vårt examensarbete har varit att undersöka hur några valda pedagoger förhåller sig till utomhuspedagogik som en pedagogisk undervisningsmetod och diskutera dessa olika perspektiv av vad pedagogerna säger utifrån frågeställningarna i vårt syfte.

    Med hjälp av intervjuer har vi ställt frågor till fyra utvalda pedagoger som besitter skilda kunskaper och erfarenheter av utomhuspedagogik.

    I litteraturstudien mötte vi begrepp som forskare och teoretiker förknippade med utomhuspedagogik. Begrepp som direktkontakterfarenhet, sinnlig erfarenhet, autentisk lärandemiljö.

    Resultatet åskådliggör att pedagogerna ser fler fördelar än nackdelar med utomhuspedagogik. Några fördelar gällande utomhuspedagogiken framkom som mer rörelse i lärandet, bättre hälsa och att lära om objekt i sin verkliga miljö m.fl. En nackdel som flera av pedagogerna var överens om var personalbrist, tidsbristen gällande planering och de praktiska förberedelserna.

    Pedagogerna visade olika intresse för utomhuspedagogik men alla var överens om att det var en bra undervisningsmetod och några av dem ville gärna använda sig mer av det i sin undervisning i framtiden.

    Download full text (pdf)
    Fyra pedagogers skilda uppfattningar om utomhuspedagogik som fenomen
123456 101 - 150 of 289
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf