sh.sePublikationer
Ändra sökning
Avgränsa sökresultatet
23456 201 - 250 av 289
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf
Träffar per sida
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sortering
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
  • Standard (Relevans)
  • Författare A-Ö
  • Författare Ö-A
  • Titel A-Ö
  • Titel Ö-A
  • Publikationstyp A-Ö
  • Publikationstyp Ö-A
  • Äldst först
  • Nyast först
  • Skapad (Äldst först)
  • Skapad (Nyast först)
  • Senast uppdaterad (Äldst först)
  • Senast uppdaterad (Nyast först)
  • Disputationsdatum (tidigaste först)
  • Disputationsdatum (senaste först)
Markera
Maxantalet träffar du kan exportera från sökgränssnittet är 250. Vid större uttag använd dig av utsökningar.
  • 201.
    Olsson Aas, Erika
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    All är olika, men vissa är mer olika: En kritisk diskursanalys av förskollärares tolkningar och beskrivningar av kulturbegreppet och värdegrundsarbete2014Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this thesis was to study how preschool teachers interpret the values of the preschool curriculum that relates to culture and how the teachers describe how they work with these values in their professional practice. The study is based on social constructive and discourse analytic perspectives. I have studied how preschool teachers construct the concept of culture and the values of the preschool curriculum through a specific way to describe this. A specific way to talk about something is called a discourse. In other words I have studied preschool teachers expressed discourses about culture and their professional practice with the values of the preschool curriculum.

    To study this, I've done interviews with four preschool teachers. In the interviews I let the teachers interpret the words from the pre-school curriculum that relate to culture and describe how they work with these in their professional practice.

    In the next step I used the transcribed interviews for the discourse analysis. I did the analysis by searching for discursive patterns in what preschool teachers say. It appeared that all preschool teachers used the same words in the interpretations and descriptions, and that some of these words were described to have internal relationships between each other. The words that were described to relate to each other were: The family and The preschool, Similarity and Difference, and The individual and the Group.

    But the words and the relationships where described in different ways in the interpretations of the curriculum and in the descriptions of the practical work. I interpreted this to be two different discourses, one discourse about the words in curriculum and one discourse about their practical work. I call these: The discourse about the theory and The discourse about the practice. Within the discourse about the theory all children were described as culturally different from each other and that was a positive value that the pre-school should plan the work around. The work should also be planned around the children’s individual interests and cultures. The relationship between the family and the preschool where described as an important and unproblematic part of this work.

    In the discourse about the practice only some children was described as different. It was the children that by the teachers were interpreted as non-Swedish. Only these where described to have an individual culture, different from the Swedish culture. They were describe as different from "us", from the Swedes. In this discourse the relationship with the so called different children’s families were described as a very important part of the preschools work with culture, but the relationship with the children of the interpreted Swedish families was not described to be as important. To work with what the preschool teachers described as a Swedish culture was also very important so that the different children would be able to be a part of the group, the swedes.

    Finally, I looked at how these two discourses relate to other discourses within the school system that I have seen in other scientific studies. When doing so, I saw both similarities and differences from other discourses. The way to describe some children to be different from others, different from "us" was one similarity, but the aim to plan the pre-schools work around the children’s individual interests was for example different from the other discourses.

  • 202.
    Olsson, Alexander Rolf Emanuel
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    I valet och kvalet: Vilka variabler upplever lärare sig behöva ta hänsyn till i valet av de skönlitterära inslagen i svenskämnet i gymnasieskolan?2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Följande rapport behandlar intervjuer av åtta svensklärares idéer om vad de känner sig måste ta hänsyn till i sina val av skönlitterära inslag i svenskämnet på gymnasieskolor i Stockholms norra kranskommuner. Undersökningen anlägger ett sociologiskt perspektiv på de praktiserade urvalstekniker som framförs och diskuterar intervjupersonernas upplevelser med utgångspunkt i Pierre Bourdieus teorier om kapital, habitus och fält. Resultatet av intervjuerna visar att pedagogernas litterära kanon genomgående utgår ifrån vem eleven är, vilket syfte undervisningen har, lärarens tidigare erfarenheter liksom dennes förväntningar på elevens tillgodogöranden av undervisningen. I efterord diskuteras eventuella konsekvenser av sådana strukturer och studien avslutas med förslag på vidare forskning. 

  • 203.
    Onatli, Héja
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    De bortglömda barnen: En kvalitativ studie om hur några lärare arbetar med de nyanlända eleverna i den svenska skolan och om de olika undervisningsformerna bidrar till integration2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Children of school age, who have just moved to Sweden can either start in a preparation class or in a normal class. There is no Swedish law or national policy that determines how new children will start and continue their education in Swedish schools. The decision is up to the schools or the communes.

    This study investigates what kind of educational methods teachers, from a sample of two different schools, are using to educate the newly-arrived students and if these methods are making any contribution to integrating these children into the Swedish school system. The study will raise questions like, how are the new students introduced to the Swedish school, what is the purpose of having the children in preparation class as opposed to normal class, and what methods do the interviewed teachers use to integrate the new children into the school system?

    Interviews were conducted with four teachers, an associate professor and a senior lecturer in education, who has done several years of research about children from abroad coming in to the Swedish school system. The primary theoretical frames in this study were the sociocultural perspective, language socialization, integration and inclusion. The results show that by not having a comprehensive policy for the newly arrived students, each teacher has a different educational method and the schools are not given enough recourses to help the student succeed. One of the conclusions is that to have a good integration of new students, the schools need to find a reception method that works for each new student based on a comprehensive policy.

  • 204.
    Opwapo, Moreen
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Mångkulturell lärandemiljö: En studie kring fyra lärares förhållningssätt till kulturell mångfald i mångkulturella skolor2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    According to the national curriculum guidelines for elementary school, preschool and after-school 2011, (i.e. Lgr11), the Swedish school is based on a democratic foundation. Schools should prepare students to develop an understanding and acceptance of cultural diversity not only in the society as a whole but also how this should be reflected in the morals and ethics between us. The purpose of this study was to describe how teachers in multicultural schools perceptions and experiences on teaching pupils with diverse immigrant origin, and how they apply these cultural expression in practice.

    In particular, I focus on four teachers in multicultural schools and how they reason about applying cultural expressions that are transmitted at these schools and by them. Explicitly, I review how from policy documents and their own personal pedagogic are reflected in the actual teaching. Hence, my questions at issue are:

    • How do these teachers reason about integrating and applying their pupils languages and traditions in the actual teaching?
    • How do these teachers do to make their students' cultural diversity visible in the classroom?

    The result showed that teachers integrate different cultural content in school activities, but they also make their pupils cultural diversity visible and various forms of knowledge constructions and perspective in education. All teachers emphasized the importance of having a democratic approach and to give students the opportunity to learn their native language. The teachers argued that having a solid education in their native language affects the students' general academic performance in a positive sense.

  • 205.
    Oxblod, Simon
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Kulturell identitet i En halv gul sol och Atlantens mage: En postkolonial läsning av två icke-västerländska romaner2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study analyses two non-western novels used in the subject of Swedish in upper secondary school: Fatou Diomes The Belly of the Atlantic and Chimamanda Ngozi Adichies Half a Yellow Sun. Looking at how the books female main character relate to Stuart Halls theory of cultural identity, I come to the conclusion that they somewhat differently relate to an essential ”authentic” self. Salie talks explicit about a generic African soul that she possesses. Olanna never talks about anything ”authentic”, but her narrative and contrary subject positions can be read as a way of demasking her European ”white” self in favour of a truer Igbo self. I also come to the conclusion that both novels use themes of alienation related to gender structures and positioned westernness and that this kind of reading could contribute to interesting classroom discussions about a dynamic interpretation on culture and identity. 

  • 206.
    Palm, Ann-Christine
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Att skriva sig till läsning via datorn: Lärarens val?2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of my study is to examine why five primary school teachers chose to start using the method ”Learning reading by writing on computer” in their teaching. How do they perceive that the method works in their classroom and do they perceive that the method affect the children’s literacy?

    The study consists of a qualitative method in form of interviews with five primary school teachers and also some observations made by me in the classrooms. I will use the findings I made during the interviews and observations and contrast these to relevant literature and research that I have collected.

    The result of my study shows that all of the interviewed teachers had a self-interest in working with the method ”Learning reading by writing on computers” and that they also worked closely with colleagues. The majority of the pupils could talk about their texts and the structure of the language already in grade one and many had learned to read faster than former pupils.

  • 207.
    Palomaa, Madeleine
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Barn som söker negativ uppmärksamhet: En intervjustudie om ett av förskollärarens pedagogiska dilemman2013Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this qualitative interview study was to examine which approach experienced pre-school teachers have on children that seek negative attention. The study contains five informants in a city in the middle of Sweden and they all have at least 10 years of experience after their diploma from a pre-school teachers’ program. The questions I aimed to answer were the following: How did the pre-school teachers define the expression ”negative attention”? What approach did they have on children that seek negative attention? What effects do the childrens’ seeking of negative attention generate on their self-esteem and sense of security? How possible do the pre-school teachers feel it is to achieve the goals of the pre-schools’ curricula that every child should get their needs respected and met, when they work with children that seek negative attention? The results showed that the teachers think of them as resources in the group and that they need to think of the environment around these children both at home and at the pre-school to better meet their needs. The results also showed that there are limits to achieve the goals of the pre-school curricula, since the capacity of their working situations are limited.

  • 208.
    Pavez Olivares, Karla
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Lopez Sabalaga, Barbara
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Litteratur i förskolans verksamhet: En kvalitativ studie om hur pedagoger använder och förhåller sig till litteratur som ett pedagogiskt redskap2014Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to examine how four educators in two different departments at two different preschools in Stockholm, selects children's literature in preschool and how literature is used in the activities and how much influence children have in the choice of literature. Based on qualitative interviews as a method we have interviewed pedagogues to get answers to our questions. We will also interview some children to find out how involved they are in the purchase of literature on the departments we examined. We consider the social cultural perspective to be a well rounded starting point for our survey, because the theory gives us the opportunity to study how the interaction and meetings between educators and children develop for each reading encounter. And through the analysis a thorough display between educators and children towards literature will be shown. The study show that the educators are aware of the importance that literature entails for children´s language development. Therefore, it is a thoughful approach to how educators preselect the usage of literature in its operation. All educators have the purpose to increase the childrens influence in purchasing litterature in the teaching activities, in hopes of increasing the children’s interest in books and therefore increase children's language development.

     

  • 209.
    Pepelar, Azra
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Johansson, Jesper
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Det är inte endast mobbaren som mobbar: En studie om det sociala fenomenet mobbning och dess roller2014Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie är att undersöka pedagogernas föreställningar om det sociala fenomenet mobbning, om vilka roller som kan uppstå samt hur dessa pedagoger anser sig arbeta utifrån detta. Våra frågeställningar är därför:

    • Vilka föreställningar om det sociala fenomenet mobbning finns hos pedagogerna?
    • Vilka roller uppstår i olika mobbningssituationer enligt pedagogerna?
    • Hur anser sig pedagogerna arbeta med mobbning och dess roller som uppstår?

    Studien ger en inblick i hur olika förhållningssätt till mobbning kan bidra till olika pedagogiska implikationer i antimobbningsarbetet. I vår teoridel presenterar vi det socialpsykologiska perspektivet samt vilka roller olika författare beskriver. Vi har valt tidigare forskning som behandlar de roller som kan uppstå. Denna kvalitativa studie bygger på åtta pedagogers intervjusvar, som vi sedan har bearbetat och analyserat. Vårt resultat och vår analys presenteras utifrån fyra kategorier; Hur man behandlar varandra, pedagogernas uppfattning om mobbning, arbetet med mobbning och roller. Resultatet av denna studie har visat att om man som pedagog har förståelse för de roller som kan uppstå, kan man eventuellt lättare arbeta med mobbning. Resultatet har även visat att pedagogernas föreställningar om rollerna liknar varandra. Även hur pedagogerna arbetar med mobbning, både generellt och förebyggande, framkommer i vårt resultat. I diskussionen diskuterar vi pedagogernas föreställningar om och arbetet med mobbning och de roller som kan uppstå utifrån vår tidigare forskning. Vi avslutar med egna tankar och vidare forskning. 

  • 210.
    Perez, Zaida
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Barns inflytande i förskolan: Fyra förskollärares erfarenheter av och syn på barns inflytande i förskolan2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this thesis has been to; based on interviews with four teachers in Stockholm city, get at picture of preschool teacher’s viewpoint on children’s influence in preschool.

    Research questions: How is the children`s influence looked upon by the teachers in preschool?, In what ways do children’s influence affect their learning, In what ways are the interviewed preschool teachers working with democracy in preschool?

    To carry out this thesis, I used the qualitative method. In the qualitative method, use is made of the interview method to collect empirical data with interviews. I interviewed four preschool teachers from three different preschools. This thesis is built upon John Dewey’s philosophical thinking as a theoretical base.

    The result of this thesis shows that all preschool teachers felt that the application of children’s influence in the daily activities, although complicated, is essential in their work. At the same time the opinion of the teachers varied a lot concerning to what extent the children shall take responsibility on deciding upon their activities. One teacher claimed that it is not possible to plan activities based on 19 children’s wishes and the other that she had to limit the influence of the children because it is the teacher’s obligation to lead the children to discover new activities, not just to continue with the old ones. By using children’s influence, considered another preschool teacher, the children expand their frames of reference which allow the kids to discover new areas to work with. All the teacher´s also agreed about the importance of letting the activities being built upon the children`s different interests.  Preschool teachers use children’s councils, planning with children or voting on what activities they should have in the pursuit of the children to take part of what democracy means.

  • 211.
    Pettersson, Sofie
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    En kvalitativ studie om förskolepedagogernas uppfattningarom gruppstorlek relaterat till språkutvecklande arbetssätt2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien var att undersöka pedagogernas uppfattningar om gruppstorlek relaterat till språkutvecklande arbetssätt. Mina frågeställningar var: Hur anser pedagogerna att en stor respektive liten barngrupp påverkar barnens språkutveckling? Hur beskriver de intervjuade pedagogerna att de arbetar med barnens språkutveckling i en stor grupp respektive i en liten grupp? Finns det likheter och skillnader i arbetssätt? Vilka eventuella för- och nackdelar anser pedagogerna att det finns med små respektive stora barngrupper?

    I studien har jag använt mig av kvalitativ metod där jag intervjuat sex pedagoger inom förskola som samtliga hade erfarenhet av att jobba i både liten och stor barngrupp. Studien tar utgångspunkt från ett sociokulturellt perspektiv. Enligt den sociokulturella teorin lär barn i samspel, lek och kommunikation med varandra.

    Sammanfattningsvis kom jag fram till att samtliga pedagoger ansåg att barngruppens storlek kan ha betydelse för barns språkutveckling. I resultatet framkommer det både likheter och skillnader i arbetssätt som används i stor och liten barngrupp. En likhet i arbetssätt är att pedagogerna delar in barnen i mindre grupper under dagen oavsett storlek på barnsgrupp. I en stor barngrupp var det mer vuxenstyrt och krävdes mer organisation, planering och struktur än i en mindre grupp. Fördelar med att ha många barn i gruppen var enligt pedagogerna att barnen får höra mycket språk och barnen har tillgång till många kompisar att samtala och leka med. Nackdelarna med stor barngrupp var att det kan vara svårt för pedagogerna att hinna uppmärksamma, stimulera och tillgodose alla barns behov. En stor barngrupp kan innebära mindre samtalsutrymme, färre möjligheter att integrera och samspela med en vuxen. Mindre barngrupp kan skapa fler möjligheter för pedagogen att se, höra och stödja varje enskild individ, samt mer tid att delta i dialog, samspel och barnens lek.

    Slutsatsen är att större barngrupper inte behöver innebära några större hinder eller sämre kvalitet alla gånger. Eftersom pedagogerna delar upp gruppen i mindre grupper tycks det bli fullt möjligt att kunna bedriva en god pedagogisk verksamhet trots barnantalet.

  • 212.
    Randahl, Ann-Christin
    Södertörns högskola, Institutionen för kultur och lärande, Svenska. Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Strategiska skribenter: skrivprocesser i fysik och svenska2014Doktorsavhandling, monografi (Övrigt vetenskapligt)
  • 213.
    Rathod, Anna
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Riktar sig nationella proven till alla elever?: En kvalitativ studie av några lärares upplevelser av arbetet med de nationella proven med elever som inte har svenska som modersmål2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to illustrate how some teachers in multicultural school environments reflecton and experience the educational work with national tests in the third grade for students who do not have Swedish as their native language. The research questions I have chosen to work with are:

    • How do teachers experience working with national tests in groups of students where there are children with Swedish as a second language?
    • How do the teachers reflect on the students linguistic preconditions relating to the national tests in these groups of students?
    • What strategies in their teaching on national tests do the teachers use when it comes to students with Swedish as a second language?

    In this study I have chosen to use a qualitative interview method. Since the purpose of the study is to understand how teachers reflect on students with Swedish as a second language the obvious choice was to interview teachers who work in a multicultural school. In my thesis I have chosen to use sociocultural theory, Cummins four quadrant model and context for theoretical approach. In Swedish schools national tests are implemented annually in the third grade for the subjects Swedish, Swedish as a second language and mathematics. The different subjects in the national test are mandatory and the results are used as an assessment of the students’ knowledge. While national tests are supposed to be equal for all students in the elementary school the curriculum emphasizes that the teaching should be individualized according to each student’s needs and experience. The linguistic requirements differ for students with a different native language than Swedish. The teachers’ work with students who have Swedish as their second language may differ from each other.

  • 214.
    Reimers, Linda
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Mottagandet av nyanlända elever i skolan: Hur gör lärarna på en skola för att tillgodose nyanlända elevers behov2012Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of the study is to see how four teachers at a school look at the reception and approaching of newly arrived pupils.How do the interviewed teachers describe the school´s reception of newly arrived pupils? How do teachers in preparatory and regular class see at the selected school's reception and treatment of newly arrived pupils?To get answers to my purpose, I have done an ethnographic study called field study and I am using qualitative interviews, and one passive observation. To arrive at a result of my study, I have processed collected data from interviews and observations and coupled the collected material to the theories and previous research. I have in my study used both pedagogical and sociological theories.The results of my study show that it would be difficult for newly arrived students to be placed directly into the ordinary class, the results also show that newly arrived students receive a safe and stimulating start to their school and class preparation. However, there are shortcomings and resistance of the trajectories leading to entry of the preparatory class of ordinary class, but when newly arrived students have started in an ordinary class, students receive a stimulating teaching. However, no resources in the form of mother tongue teachers, the mother tongue teachers are great support for all teachers at the school.Key words: preparatory class, resources, newly arrived students, mother tongue teachers.

  • 215.
    Remmo, Ilona
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    TAKK - Tecken som Alternativ och Kompletterande Kommunikation: En kvalitativ studie om hur förskolepedagoger arbetar med TAKK med barn med Downs syndrom ur ett språkutvecklingsperspektiv och vad de anser om att använda TAKK med barn utan särskilda behov och med barn med Downs syndrom2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to examine how two educators at a preschool that is located in a neighborhood south of Stockholm works with TAKK with children who has Down syndrome in a language promotion purposes. The aim is also to investigate what teachers think about using TAKK with children without special needs and children with Down syndrome.

    In this study, I used qualitative research methods. I've used both observations and interviews to get answers to my questions. The theories which I have used in this thesis is, socio-cultural perspective, including integration and segregated integration.

    In order to find out how the educators work with TAKK I have asked these questions:

    • How do the educators work with TAKK with children with Down syndrome from a language development perspective?
    • What do the educators express about using TAKK with children without special needs and with children who has Down syndrome?

    My conclusions to these questions are that the literatures I have read in many ways are consistent with how they work. They told me, among other things, that the use of TAKK is good for both the children with and without Down syndrome. Regarding to how they use TAKK in their everyday work I could see that they used TAKK on a daily basis in the routines at the preschool.

  • 216.
    Ringblom, Johan
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Det är bra för barnen att vara ute!: Fem fritidspedagogers uppfattningar om utomhusvistelsen på fritidshemmet2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med denna studie är att undersöka några fritidspedagogers uppfattningar om fritidshemmets utomhusvistelse på skolgården och i närmiljön. Studien avgränsas till fem fritidshem i Stockholmregionen.

     Denna studie utgår från tre frågeställningar. Dessa är: 

    • Vad är utomhuspedagogik enligt fritidspedagogerna?

    • Vilka förutsättningar ger skolgården och närmiljön enligt fritidspedagogerna?

    • Hur använder fritidspedagogerna skolgården och närmiljön?

    I det teoretiska avsnittet redogörs för fritidshemmets styrformer och aktuell forskning som berör utomhuspedagogik, forskning, hur skolgården och fritidshemmet närmiljö påverkar barnens utveckling, lärande samt fritidspedagogens yrkesidentitet. Den teoretiska grunden utgår från den fenomenografiska ansatsen.

    Resultatet visar att utomhuspedagogik kan vara ett kunskapsstärkande komplement till inomhusundervisningen och ett sätt för fritidshemmet att komplettera skolan. Leken utomhus kan bidra till att öka barnens sociala utveckling, kreativitet och fantasi. Fritidspedagogerna använde skolgården och närmiljön för olika ändamål som kan bero på olika förutsättningar, kunskaper och erfarenheter av att utföra pedagogisk verksamhet utomhus. Men det kan även bero på om fritidspedagogen lägger fokus på den ordinarie skoldagen eller på eftermiddagarna på fritidshemmet. 

  • 217.
    Rodriguez, Claudia
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Tar vi barnens intresse för natur och teknik på allvar?: En kvalitativ studie om hur några förskollärare resonerar runt möjligheterna att ta tillvara barnens intresse för naturvetenskap och teknik i förskolan2013Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study was to examine and compare what six preschool teachers thought about their opportunities to take advantage of children's interest in natural sciences and technology, across four kindergartens. The following questions were explored in order to achieve the aim of the study: How do the preschool teachers interviewed describe their work with science and technology in the preschool and what these preschool teachers think about the meaning of motivation in the children’s learning of natural sciences and technology in preschool.  

    The study used a qualitative approach in the form of semi-structured interviews and interviewed a total of six trained pre-school teachers from four kindergartens with different profiles. The first kindergarten focuses on mathematics, science and technology. The second one has a profile based on children's play and language whilst collaborating in a STA (Science and Technology for All) project. The third and fourth preschools have a nature and environment profile. All the preschool teachers interviewed believe that the function of natural sciences in kindergarten is to give children the opportunity to discover, explore and understand nature; however, they have different viewpoints about nature and use it in different ways. The result of the study shows that the profile of the school affects the educational activities and the views of preschool teachers on children's learning as well as the building of knowledge in relation to natural sciences and technology. Likewise, the results show that there is great variation in how the six preschool teachers interviewed see opportunities to exploit children's motivation in nature and technology. Notwithstanding, all preschool teachers interviewed highlight that motivation is a driving force and the foundation for children's learning in natural sciences and technology.

  • 218.
    Roos, Jeanette
    Södertörns högskola, Institutionen för kultur och lärande, Estetiska lärprocesser. Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Drama och teater som estetiska lärprocesser2014Ingår i: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, s. 291-309Kapitel i bok, del av antologi (Refereegranskat)
  • 219.
    Rosell, Sofia
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Söderholm, Alexandra
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Fö̈rskolans inomhusmiljö̈ i relation till barns lä̈rande: En studie om pedagogers arbetssä̈tt på två Reggio Emilia-inspirerade förskolor2014Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Background: The request for the Reggio Emilia practice has expanded enormously the last couple of years within the Swedish preschools. This particular practice describes the environment as a third educator. This third educator is supposed to work as - not only a tool - but also a support to ease children's learning experiences and help develop their mind. Previous research has shown that design of, for instance, furniture has a way of affecting the children's learning process and development.

    Aims: The purpose of this study is to see how two different teams of preschool educators on two differed Reggio Emilia inspired preschools work and handle the physical indoor environment. Method: We started out by contacting Reggio Emilia inspired preschools. Four educators were chosen from two different preschools to be a part of the research. The interviews were held both in groups but also individually

    Results: The result of the research indicates that the educators are creating an indoor environment with the children's desires and needs in mind. The educators see the need of having different areas within the indoor environment, so that the children can learn from them and therefore enter a variety of knowledge. The indoor environment is there to facilitate the learning process, supporting children through the process of learning during their time in preschool. During our research we learned that factors plays different roles in affecting the shaping of the indoor environment.

    Conclusion: The research shows that there are factors that affect the educators’ work and process of creating the preschools physical indoor environment. But according to the educators themselves this is never an excuse for less learning for the children. It’s rather the educator’s duty to find solutions and still make the best indoor environment for the children. It is the educators combined creativity and imagination that creates different possibilities for the children's learning process at the preschool.

  • 220.
    Ross Solberg, Anne
    Södertörns högskola, Institutionen för historia och samtidsstudier, Religionsvetenskap. Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen. Göteborgs universitet.
    The Mahdi Wears Armani: An Analysis of the Harun Yahya Enterprise2013Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The prolific Turkish author Harun Yahya attracted international attention after thousands of unsolicited copies of his large-format and lavishly illustrated book Atlas of Creation were sent free of charge from Istanbul, Turkey, to schools, universities and state leaders worldwide in 2007. This book stunt drew attention to Islamic creationism as a growing phenomenon, and to Harun Yahya as its most prominent proponent globally. Harun Yahya is allegedly the pen name of the Turkish author and preacher Adnan Oktar. Behind the brand name “Harun Yahya”, a highly prosperous religious enterprise is in operation, devoted not merely to the debunking of Darwinism, but also to the promotion of Islam. Backed by his supporters, Oktar channels vast financial resources into producing numerous books, dvds, websites and lately also television shows promoting his message.

    The aim of this dissertation is to shed light on the Harun Yahya enterprise by examining selected texts published in the framework of the enterprise. It describes, analyzes and contextualizes four key themes in the works of Harun Yahya, namely conspiracy theories, nationalism/neo-Ottomanism, creationism and apocalypticism/Mahdism. The dissertation traces the development of the enterprise from a religious community emerging in Turkey in the mid-1980s to a global da‘wa enterprise, and examines the way in which its discourse has changed over time.

    The dissertation’s point of departure is the notion that the Harun Yahya enterprise and the ideas it promotes must primarily be understood within the Turkish context from which it emerged. Drawing on analytical frameworks from social movement theory and rhetorical analysis as well as contemporary perspectives on Islamic da‘wa and activism, the study approaches Harun Yahya as a religious entrepreneur seeking market shares in the contemporary market for Islamic proselytism by adopting and adapting popular discourses both in the Turkish and global contexts. It examines how the Harun Yahya enterprise employs rhetorical and argumentative strategies in order to promote not merely a certain interpretation of Islam, but also increasingly Adnan Oktar and the Harun Yahya enterprise itself, by rhetorically placing its efforts into a cosmological framework.

  • 221.
    Rozenkrantz, Jonathan
    et al.
    Stockholms universitet.
    Mund, Marta
    Södertörns högskola, Institutionen för kultur och lärande, Estetiska lärprocesser. Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Alltid redan en aktivitet: åskådarskap och estetiska lärprocesser2014Ingår i: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, s. 405-425Kapitel i bok, del av antologi (Refereegranskat)
  • 222.
    Rubina, Jamil
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Gender in Pre-school2014Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to understand how do some pre-school teachers and parents in Pakistan perceive the concepts of gender and gender equality. The study has been completed through interviews based on four key questions, which are: How do two pre-school teachers in Pakistan understand their teaching practice in relation to gender? How do two parents think of treating their children equally regardless gender in pre-school and how do they think girls and boys should be raised?

    The method I have used for this research is qualitative method. I have been interviewing two pre-school teachers and two parents in a pre-school environment, located in Karachi Pakistan. In order to analyze the result and to get a deeper understanding of the collective knowledge gathered from the interviews, theories surrounding gender equality and Vygotsky’s sociocultural theory have been used. Earlier research done within this area has been used to put this study into perspective.

    The results of this study shows that the teachers perceive gender as a social construction and that gender is a creation of social interaction. In the study's results, shows that parents believe that boys and girls should get equal treatment at pre-school regardless their gender.

  • 223.
    Ryd, Josefin
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    "Jag går ut mest med mina kompisar men om de är där så är jag där ibland spelar vi pingis": en studie om barns meningsfulla fritid2014Självständigt arbete på grundnivå (högskoleexamen), 5 poäng / 7,5 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syfte: Denna studie syftar till att ta reda på vad barn på ett fritidshem tycker om att göra på sin fritid. Det stora fokuset i undersökningen är att se vilka aktiviteter som barnen väljer att göra när de befinner sig på sitt fritidshem och vad de väljer att göra när de inte är där. Den tar också reda på huruvida personal tolkar sitt uppdrag om hur barn ska få en meningsfull fritidshemsvistelse.

    Frågeställningar:

    • Vad tycker barnen om att göra på sin fritid? (både utanför och på fritidshemmet)
    • Vilka aktiviteter, som fritidshemmet erbjuder, tycker barnen om att delta i/ inte delta i?
    • Vilka aktiviteter gör att vissa barn väljer att inte vara på fritids och vilka gör att de vill vara där? (gäller de som får gå hem själva)
    • Hur tolkar personalen sitt uppdrag?

    Metod: Det empiriska materialet i uppsatsen består av enkäter som är ifylla av en skolas mellanstadiebarn samt av personal som arbetar i skolans olika fritidshem.

    Sammanfattning: Resultaten pekar på att många mellanstadiebarn som får gå hem själva efter skoltid väljer att göra det och har sin fritid utanför fritidshemmet. Det visar sig att det finns många aktiviteter utanför fritidshemmet som barnen utför när de är lediga och som inte utövas på fritidshemmet. Därför visar resultatet på olikheter mellan vad de väljer att göra när de är lediga och vad de väljer att göra på fritidshemmet. I resultatet framkommer dock också likheter. Huruvida personalen tolkar sitt uppdrag visar det sig att det överensstämmer med de styrdokument som reglerar fritidshemmens verksamhet.

  • 224.
    Saado, Frida
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Josifoska, Katerina
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Musik i förskolan2014Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The objective of this graduate work is to gain a better understanding in how pre-school educators are able to work with music in their pre-school activity to promote child development. We also want to enlighten possible factors for the development of children based on music and to form our own ideas of whether teachers choose to apply music in their didactic practice or not.

    The point of this essay has been to attempt answering on what importance music makes for children's development and learning in pre-school, and how teachers could work with music in pre-school in order to promote children’s development. Our data consists of six interviews and two observations realized at a pre-school in Södertälje.

    We took heed from the theories laid out by Lev Vygotsky's which describe four different levels of development that includes educational development in social interaction between teacher and child. Our choice of this theory is inspired by our seeking deeper understanding of Vygotsky's theory´s application to the aesthetic approach in the interaction in meaning making and learning.

    The result of our study confirms previous theory and research in that music as a form of expression has a major impact on children's development. Music creates a powerful learning approach that can be used when a child learns to apply their skills in language and vocabulary, motor development, and social interaction.

    The results of our qualitative interviews and observations show that pre-school educators´ experiences are consistent with previous research findings regarding the importance of music in children's development during their pre-school years. This may indicate that musical expression can give children yet another tool of expressing themselves while developing their skills and competencies.

  • 225.
    Sadaf, Shazia
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Två- och flerspråkighet på förskolan: En kvalitativ studie om förskollärarnas förhållningssätt, betydelse av deras språkliga bakgrund och deras praktiska insatser kring språkutveckling hos två-och flerspråkiga barn2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Bilingualism and multilingualism have always existed in Sweden. Preschool teachers must provide a stimulating pedagogical environment adapted to bilingual children.

    The purpose of this examination is to study the perspective of the preschool teachers and their knowledge regarding bilingual and multilingual children. Their knowledge will be examined related to their language experiences. I hope to find similarities and dissimilarities in the preschool teachers’ opinions concerning teaching and learning what they actually do when they are teaching.

    My study is based on qualitative method, based on interviews and repeated observations. My study is based on interviews with four preschool teachers from different preschools. The information given in the interviews has been analyzed using socio-cultural and social constructivist theories and previous research.

    My conclusion is that the preschool teacher’s attitude towards children’s bilingualism and multilingualism is based on a positive perspective rather than a negative perspective regarding the importance of mother tongue and identity as well as ethics. Preschool teachers with foreign background and with Swedish background had similar thoughts. At the same time, they seem to have a critical perspective concerning bilingual children’s learning process in Swedish. In many cases these preschool teachers consider bilingual and multilingual children’s cultural and social habits a hindrance in learning the Swedish language. But at the same time, as preschool teachers, they are aware of the importance in learning at least a few words in the bilingual children’s language.

  • 226.
    Sagrelius, Charlotte
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Den kvinnliga rollen i nyutgivna bilderböcker: Och hur pedagoger resonerar kring sitt arbete med att motverka stereotypa könsmönster i förskolan med hjälp av bilderböcker2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Problem statement: Nowadays, women have a greater place in literature, both as a writer but also the role of the book and that is why I have chosen to examine how educators reason about their use of literature in preschool to combat the stereotype of gender roles.

    Motivation: An earlier survey shows that women now have a greater place in the recently released children's literature and, therefore, it is interesting to see how educators see their work on countering gender patterns using picture books. It is also interesting to examine whether the female roles in the books are consistent with the research I've used.

    Approach: I chose to use qualitative interviews with teachers in two preschools and also examined the recently released children’s books they worked with.

    Results: The results of my survey shows that teachers thoughts about their work on combating gender pattern occurs on an individual plan and depend on how the teacher interprets the guidelines. My survey also shows that the gender roles in the newly released picture books are consistent with earlier research I’ve used.

    Conclusion: It is therefore important that educators are aware of how easily gender patterns are induced, it happens on a daily basis through words and expectations that educators have on children.

  • 227.
    Sahlberg, Eva
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Yrkesroll och yrkesidentitet, en konstruktion?: En professionsteoretisk analys av en grupp på Facebook2014Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Undersökningen är gjord ur ett professionsteoretiskt perspektiv. Jag har valt att utgå från Julia Evetts och speciellt hennes begrepp professionalism inifrån respektive ovanifrån (from within/from above). Syftet är att analysera hur fritidspedagoger i en facebookgrupp, språkligt sett lyfter fram vilka de är och vad de gör, och på så sätt konstruerar en diskurs som  definierar yrkesrollen och uppdraget. Särskilt  intressant är hur de definierar sitt yrke i relation till lärare, skolledning och de politiker som styr över olika satsningar på skola och fritidshem.Jag har använt mig av diskursanalys som metod för att analysera det empiriska materialet, vilket består av texter från Facebook. Materialet har tematiserats enligt följande: Fritidspedagogens identitet som professionell och Hur definierar man det egna yrkesuppdraget?Resultatet visar att Facebook fungerar som en social arena där fritidspedagoger tillsammans konstruerar en diskurs som definierar yrkesidentiteten och yrkesuppdraget. Den påvisar också en tydlig frustration hos fritidspedagogerna över den avsaknad av kunskap som finns, hos både lärare, skolledare och politiker, om den fritidspedagogiska kompetensen och innehållet i uppdraget.

  • 228.
    Samrell, Maria
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    "Det är klart att någonting måste dom ju va bättre på": En intervjustudie kring makt och relationer mellan yrkesgrupperna i förskolans arbetslag2013Självständigt arbete på grundnivå (kandidatexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Syftet med studien är att undersöka hur de interpersonella relationerna i arbetslagen på förskolan påverkas av yrkesgruppernas skilda utbildningsnivåer och deras olika ansvars­uppgifter, vilka specificerats i förskolans läroplan (Skolverket 2010). Jag har genomfört intervjuer med fem barnskötare och fem förskollärare. Deras utsagor har analyserats utifrån ett maktperspektiv med utgångspunkt i Michel Foucaults diskursteori. Utsagorna har också analyserats från ett interpersonellt, och ett intersektionellt perspektiv. Resultatet visar att utsagorna i yrkesgrupperna liknar varandra, och att det finns uttryck för makt mer eller mindre uttalat mellan yrkesgrupperna. Både förskollärare och barnskötare använder värderande termer när de talar om sin egen, och andra yrkesgruppen. Studien har också visat att arbetet i arbetslag är viktigt och att arbetslaget har en stark position i förskolan. Relationerna mellan pedagogerna verkar vara en viktigare fråga än skillnader i de anställdas didaktiska färdigheter.

  • 229.
    Sandberg, Catharina
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Barns perspektiv på fritidshemmet och skolan: En kvalitativ intervjuundersökning om barns upplevelse av skolans och fritidshemmets samverkan2012Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Who is integrating school-holiday home? It is for the teachers, recreational pedagogue or the students? How do the students think and act to keep the different activities apart?

    My purpose was to study how children sort the day between school and recreational home interactions. The issues were: How do they distinguish between the different activities during the day?  See the students their stay after school program as part of the school day? Who decides whether you have to go to school, and whether you have to go to after school program? And do you really have to?

    I have interviewed six students at an elementary school, based from a phenomenographic perspective, I've used myself of issues that students have been able to respond from a school perspective and after-school perspective. My interview questions have been comparative in nature, where the same question have given different answers depending on whether the question focused on school or the afterschool program. Do you have to go to school/afterschool program? When are you at school/afterschool program? How do you know that you are in school or afterschool program?

    I have analyzed the interviews, from a child's perspective. 

    My results show that children can make a difference when they are at school and when they are in the afterschool program. The majority of the six students who I interviewed divide their day between work and play. They related work during the lessons and play to the afterschool program. Some of the interviewed students also made a distinction between the offices, subjects, friends and staff categories. I can also see a tendency for differences in the response that can be related to how old they are, and in what grade they are in.

  • 230.
    Schultz-Gustafsson, Hanna
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Inkludering av elever i behov av särskilt stöd: Ett par lärares syn på och erfarenheter av inkluderingsarbete2013Självständigt arbete på avancerad nivå (masterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This report is going to discuss the relatively new and in schools, frequently debated concept of inclusion. The concept inclusion, easily explained means that all children, regardless of special needs or other conditions should be involved in the schools ordinary environment.

    In the democratic school of today, the education is supposed to be adapted to every individual and its special needs. The dilemma of the special need education is described as giving all children the same, but at the same time adapt to each and everyone’s differences.

    This study describes the teachers approach to the concept of inclusion and especially the inclusion of children in need of special support. And the teachers experience of possible advantages and disadvantages in their work to include all children.

    The method’s that were used to collect the empirical information to this report were qualitative interviews.

    The questions at issue were:

    • How do the teachers include children in need of special support in the education?
    • The teachers experiences of advantages and disadvantages in the way they work whit inclusion
    • Partly for the children in need of special support
    • Partly for the teachers
    • Partly for the rest of the class
  • 231.
    Serrander, Elinor
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Få pli på dina barn: En undersökning av tankar om tillrättavisningar av barn i föräldrahandböcker2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This is an examination that investigates how parental guidebooks advise parents on how to solve conflicts between them and their children. The main purpose of this essay is to examine what these parental guidebooks say about rebuke. The following four questions will help to answer the main investigation. These questions are:

    • What do different parental guidebooks write about rebuke?
    • What do parental guidebooks consider to be the goal of rebuke?
    • Which are the consequences of rebuke according to the parental guidebooks?
    • Are there any clear patterns and connections that can be shown?

    To find an answer to these four questions, I have used eight parental guidebooks. The earliest is from 1959 and the latest is from 2008. These eight parental guidebooks I used content analysis. The theories used to help interpret the analysis are a simplification of the hermeneutic view and the sociocultural perspective. I have used the concepts of development and preunderstanding. Three important keywords are preunderstanding (förförståelse), development (utveckling) and rebuke (tillrättavisningar).

    My conclusions in this examination are that all the parental guidebooks agree that physical punishment is not the solution. They all agree also that rebuke should result in strong and confident children. What the exact solution should be is something that they do not agree about.

  • 232.
    Shamany, Sara Nada
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Pedagogernas arbetssätt i en mångkulturell kommunal skola och en friskola: Ett interkulturellt perspektiv på undervisning2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study is to search for and compare how teachers in a multicultural municipal school and in a multicultural independent school design their teaching to benefit all the students in the classroom, regardless of background.

    I wanted to get information about how teachers work from an intercultural perspective. To get information I used qualitative methods, which includes interviews and observations. I interviewed four teachers working in a primary school. Two from a independent school and two from a municipal school.

    The result revealed that both the independent school and municipal school are working from an intercultural perspective where they try to find different methods to reach every student in the class. Their biggest similarity is that the teachers put a lot of effort on language development since the Swedish language is key to the Swedish society. In both schools, the teachers worked with students both individually and in groups, but the difference is that in the independent school the teachers focus more on the individual than they do in the municipal school. This may be due to such factors as the number of students in the class and access to an assistant teacher. The teachers in the independent school gives priority to order and structure in the classroom, compared to the municipal school.

  • 233.
    Sharipova, Habiba
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Bedömning- en viktig uppgift för läraren: Hur fyra lärare beskriver sitt arbete med bedömning i skolans yngre åldrar2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this study was to analyze the assessment of the primary school, from the teacher’s perspective. There has been an ongoing discussion regarding assessment and about the purposes of assessment for a long time. But there is a paucity of research on what teachers believe about. This study examined primary teachers’ beliefs on major purposes of assessment.

    Assessment is the process of gathering and interpreting information about students’ learning. The main purpose of assessment is to stimulate and encourage students' cognitive and social development. There are several types of assessment but the most relevant for this study is: assessment of learning (summative assessment) and assessment for learning (formative assessment). Assessment of learning looks at a student’s performance or presentation on a specific task or at the end of a part of teaching and learning. Assessment for learning should be used as a regular part of teaching and learning. The information teachers’ gain from assessment activities should be used to shape the teachers future teaching and that assessment for learning should be an essential and integrated part of the teaching and learning process. The main intention with assessment is to allow for students to demonstrate what they know and can do. It is also important that students are involved in the assessment process

    This study is based on interviews and qualitative research studies. I interviewed four teachers from two different schools.

  • 234.
    Sherif, Suheer
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Nyanlända föräldrar och den svenska skolan: om relationen mellan lärarna och nyanlända föräldrar2013Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This study rises up an untouched area of ​​research where the relationship between newly arrived parents and teachers is examined from a structural perspective. Previous research has looked only at the interaction between parents and teacher; this study is thus a theoretical contribution to the research. The aim of the study is met by examining the perceptions newly arrived parents have of their meeting with the Swedish school, the relationship with their children’s teacher, cooperation, collaboration between home and school, as well as their own influence in their children's learning. Similarly examines the perceptions teachers have about newly arrived parents, cooperation, collaboration between them and the parents and parental influence on children's learning.

    Method: To meet the objective, a qualitative survey has been made. Ten qualitative interviews with ten newly arrived parents and two interviews with teachers, including a primary school teacher and a preschool teacher.

    Results and Conclusions: The results showed that parents were generally pleased with their relationship to the teachers, but that they do not really see their own role in their child's learning, except helping with homework and going to formal meetings. The teachers perceived the relationship as generally good, but did not see newly arrived parents being involved or active parents. The teachers expected this, as these parents have language deficiency and too little knowledge of school organization. The teachers were the ones who had the formal power and they decided what information arrivals parents were provided with. Collaboration between teachers and newly arrived parents proved to be inadequate and it affected both the teachers and parents attitudes towards each other.

  • 235.
    Sjöberg, Marita
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Pedagogers föreställningar om krigsdrabbade flyktingbarn2013Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    According to the immigration service forecasts Sweden faces large refugee influxes in the coming years. This means that educators in the kindergarten, preschool and school, will meat children from the war torn countries. In this study, the purpose is to find out the educators different conceptions of war-affected refugee children, because my theory is that their beliefs influence their actions. I wanted to get answers to their beliefs about the difficulties or challengers that children and educators may be faced with. Furthermore, I wanted to know what educators envisioned about their own role’s importance to the war affected refugee children and their perceptions of the Swedish culture, environment, language and school. All children have the right to go to school and usually begin refugee children in preparatory classes, but when one is six years you start directly in preschool. Internationalization requires people for them to see the values of diversity and raising awareness around a common cultural heritage. Performances means to understand the world and to embrace the world in different ways. The view of other people is deeply rooted within us and is influenced by the traditions we carry with us from teaching and education.

    In my study, I used qualitative interviews in the meeting with the four educators. In the study there is a research study which deals with relevant literature for my study. Educator’s perceptions showed that communications problems, not having a common language, don’t have a knowledge of what the kids have been through, cultural differences, which requires mutual understanding it was seen as a major difficulty. Their knowledge and ideas based on experience, there was no training how to actively work with war affected refugee children.

    In summery, I can’t make any conclusions about my theory that beliefs affect their behaviours, but about the need for a little extra commitment about these children, such as to convey security in different ways were considered important as the performances was that there are children who have had a hard time. Their beliefs about war-affected refugee children reflects the need for more knowledge in the form of further education.

  • 236.
    Sjöholm, Cecilia
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Nu är det dags att ta på sig matteglasögonen: Har den nya reviderade läroplanen ändrat förskollärarens syn på barn och matematik?2013Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this study was to gain knowledge of what preschool teachers think that mathematics in kindergarten is, and if the revised curriculum which came in July 2010 changed their approach. The survey consists of interviews of five preschool teacher and an aspiring preschool teacher. They have shared their experiences and knowledge about what they regard as mathematics in kindergarten. I asked how they interpret the new curriculum for math and if it has made them work in a different way or if they do as the used to. The results that came up where that they felt that their views on mathematics have changed. One of my informants said "I have put on the mathematics glasses now". They felt that they worked more deliberately now, that it is mathematics they are doing and they have gained a greater understanding of what mathematics is. Now they can see the mathematics in everyday life and in everything they do with the kids. And they felt that the new curriculum has become clearer, it is easier to read and they now sees their obligations received from the Government.

  • 237.
    Sjöström Holmberg, Sarah
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Inte ett leende före höstlovet: En kvalitativ textanalys av lärarens ledarskap sett genom fem läroplaner med auktoritetsperspektiv2012Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    This is a qualitative textual analysis of curriculum for primary education in 1962, the curriculum for primary education in 1969, the curriculum for primary education in 1980, the curriculum for the compulsory school system in 1994 and the curriculum for primary school 2011th. Purpose of this thesis is to see how the government through the curriculum specifies directives for how teachers should be more or less authoritative. The boundaries of the essay are to only look at the claims against the teacher in elementary school. The questions are what is required of the teacher directly or indirectly from the curriculum 1962,1969,1980,1994 and 2011, focusing on the concept of authority and what change has taken place? To answer these questions, I have read the current curricula and other research publications in the field. The theories that are essential in the paper are hermeneutic theory and curriculum theory. The two theories are used as an approach to reading and analyzing the curricula.

    The paper showed that changes in the requirements of the teacher have changed from curriculum for elementary school 1962 to curriculum for elementary school 2011th. A change has taken place both in the government's directives on what relationship the teacher should have with the student, but also in how the teacher should educate the student. As for teaching mixer authority as described it does not appreciably in the curricula instead I looked at what sanction funds existed in the school during this period. Another important observation is that the curriculum says the targets are to school but not how the teacher will achieve these goals.

  • 238.
    Skoglund, Lena
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Förskolechefens beslut- att välja inskolningsmetod2013Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    I have written an experiential essay about my role as a preschool director and the important work decisions that I face. What is best for the child? That is something that I think is important to take into consideration.

    In the narrative, I describe how an induction occurs at my preschool. We use an "old" tried and true method which spans two to three weeks, which I believe is best for children under the age of two. They need to first connect with

    one educator who they are comfortable with before they are secure enough to play and explore the environment of the preschool.

    In recent years, another method has emerged which is shorter and which has quickly became popular in many preschools. Parents speak favorably of it. Is it because they do not have the time to spend on acclimatization before returning to work? Teachers are also positive, is it to avoid having parents that come and go for several weeks?

    This affects me and has made me feel pressured to reconsider my decision on which method we should use for acclimatization. The question is whether the short version really is the best seen from a child's perspective?

  • 239.
    Skoglund, Viktoria
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    IKT på fritidshemmet: En kvalitativ studie om pedagogers uppfattningar och erfarenheter om IKT på fritidshemmet2014Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Information and communication technologies (ICT) are constantly evolving in today's information society. The school uses ICT as a teaching tool and it begins to be included at the leisure-time in school by the educators.

    Aim of this study is to examine how educators describe their perceptions and experiences of using ICT in the leisure activities. The questions is about how the educators use ICT, what they believe children learn of ICT, and which advantages and disadvantages they see with ICT at leisure-time in school.

    Through a qualitative approach, I have had my questions answered by six trained educators, five of whom are recreational educators and one who is a preschool teacher. These have individually answered my interview questions as an interview took place over a phone call, while the others answered the same questions by e-mail. The interview questions were open-ended questions that were formulated so the educators could respond so freely and fulfilling as possible.

    The survey shows that teachers use ICT in multimodal approach at leisure-time in school, both in informing parents and in activities with the children. The children use ICT tools as Smartboards, computers and Ipads. With these tools, they listen to music, play games and use various utility programs, which are helping them to develop in different knowledge topics. They also developed in interaction with each other as they learn to work together, take into account and listen to each other and to wait for their turn. The educators see benefits of ICT as it doubles as a great and practical support, both for the children and for themselves. The drawbacks they see with ICT are that the activities are mostly sedentary, and that schools have poor access to equipment.

  • 240.
    Southern, Sophie
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Nätmobbning - vem bär ansvaret?: En kvalitativ studie om lärares syn på ansvarsfördelningen mellan föräldrar och lärare vid förekomsten av nätmobbning2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The phenomena of cyber bullying is relatively new, but it is now more prevalent than ever as children today have access to the internet on a daily basis, in school as well as at home. Although cyber bullying is an increasing problem in today’s society, there seem to be few guidelines for teachers to follow when using the internet with their students in school. The purpose of this study is to investigate who, according to six teachers, has the responsibilities revolving cyber bullying – teachers or parents. There has not been very much research done revolving the issue. The questions that are going to be raised in this study are who the six interviewed teachers think is responsible for taking actions revolving cyber bullying, if there are any guidelines about how to work with the problem, if teachers and parent work together to prevent and act against cyber bullying and what kind of education teachers and parents get to increase their awareness about bullying and cyber bullying.

    This study is built on interviews with six teachers from three different schools. Two of the schools work with a bullying program that is based on Olweus methods against bullying. The third school has a collaboration with the organisation Friends. This study has its theoretical outcome in Olweus’ methods against bullying in general and Campbell’s definition of what cyber bullying means. Regarding responsibility this study is built on the definition of two different kinds of responsibilities, the moral kind and the legal kind. The conclusions of this study are that the responsibility is not something you can put on either the parents or the teachers, it is a shared responsibility between both parts since the children have access to the internet almost anywhere. There is also a need of guidelines regarding how to act in a case of cyber bullying as there are no known guidelines to turn to today. Some schools seem to have a collaboration between parents and teachers to prevent and act against cyber bullying, where other schools do not. The same schools that have that collaboration also seem to educate both teachers and parents about cyber bullying.   

  • 241.
    Steen, Tomas
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Bild: Kommunikation och uttryck2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The aim of this study was to search for a link between the subject pictorial studies in means of expression and the ability to communicate in written and spoken language. To do so findings in relevant literature and a few complementing theories was addressed to cast light on interviews made with teachers dedicated to the subject pictorial studies in a subject-integrated curriculum.

    Interviews were conducted with nine teachers and all but one were teachers in the subject pictorial studies, spread across all of the nine grades in compulsory school. Informants were located in areas of socioeconomically high as well as low status, in central and densely populated areas as well as areas less densely populated. The diverse theoretical background consisted of semiotics, constructivist theory, social constructivist theory and genre theory. Theories and literature partly both contradicted and supported each other, depending on situation and circumstance.

    No evident conclusion could be made that discriminated one affecting cause from another on speech or writing skills. Yet some of the informants stated that the subject pictorial studies, to some extent, could be used to stimulate communication in written and spoken language, while some informants did not. One example on how this could be carried out, given by one of the informants, was by letting the pupils initially express their own thoughts and theories by aesthetic means which, according to the informants, enriched the following expressions in written or spoken language.

    Preferably future research should focus on classroom observations combined with interviews with language arts teachers as well as art teachers, and, in order to understand the perspective of the pupils, interviews with them as well.

  • 242.
    Stenhols, Marcus
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Dolls 4R: Ett mått på kunskapsutveckling?: En studie om bedömning av studentens kunskapsutveckling2014Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Aim: The aim of this study was to examine a way to measure students’ knowledge development by using a self-made measure instrument based on William Doll’s postmodern curriculum.

    Question: Is it suitable to use an self-made measure instrument based on William Doll’s post-modern curriculum theory to measure development of knowledge?

    Methods: The study was based on process-hermeneutics and was focused on analysingcollege students’ written and oral reflective thoughts. The data was collected over three lessons, where six students’ written reflective thoughts were handed in. An observation was carried out each lesson for an extra control of validity. A group of nine students was taken as a control of the measure instrument’s reliability. The measure instrument was built from Doll’s categories: Richness, Recursion, Relations and Rigor. Each category was divided by three levels of thinking. Each reflective task was judged by two judges. An extra text analysing was done to control whether there was a knowledge development outside the measure instrument.

    Results: The results of the judged reflective tasks was tested with both Cohen’s Kappa and Cronbach’s alpha. Cohen’s Kappa revealed the accordance of k= -0.047 n=9 for the control group and k= 0.364 n=14 (reflective tasks) for the test group. Cronbach’s alpha revealed a consistency of 0.645 n=9 (students) in the control group and 0.351 n=6 in the test group. After three lessons, judge one considered 66%, judge two 33% of the students demonstrated acquired development of knowledge. One criteria, Rigor, showed a low rate of acquired knowledge development. The reason behind that could be in the nature of the theory behind Rigor itself, and the students’ understandings of it.

    Conclusion: The results does not support the premises of this study. The tests of reliability fail to support the claim that the measure instrument should be reliable enoughto be used to measure knowledge. The instrument needs to be altered to be able toserve as a reliable tool for measurement. Further research is needed in order to reveal if the instrument and Doll’s 4R theory are useful as curriculum and measuring tool for knowledge development.

  • 243.
    Stuardo, Johanna
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Matematik i förskola: En studie av lek i undervisning2013Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of my study is to examine how four preschool teachers go about using the term play in children's early mathematical development. In order to fulfill the purpose of this study, I have the following questions:

    1. How the preschool teachers visualize mathematics in children’s play?
    2. What reflections have the preschool teachers about the importance of play for children's mathematical learning in preschool?
    3. How do the preschool teachers see on their own role in the children's play?

    In this study, I have conducted a semi-structured qualitative interviews based on the interviews with four preschool teachers from various departments in a preschool. I have also conducted some observations to complete my study. Whereas in my analysis of the researched material, I have used Vygotsky's theory.

    The survey shows that the preschool teachers are aware of the use of mathematical language and concepts in children’s different activities which were conducted daily in the preschool. The preschool teachers are aware that the children learned and developed mathematical concepts by playing. They are also aware that materials are a resource that supports the children’s opportunities to learn mathematic. The preschool teacher’s role in children's play is to be present and observant, which means that they are receptive to children's needs during their playtime. It is also by being a cautious preschool teacher and by not interrupting the children's play, that the teachers be able to expand further the children’s play.

    My research is relevant because it addresses the importance of play in children's early mathematical development. I have noticed that the preschool teachers have different opinions regarding their way at visualize mathematics in children’s play, their own role in the children's play and the importance of play for the children by learning mathematics.

  • 244.
    Svensson, Eva
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Hattenbach, Catharina
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    ”Det ska vara lätt att göra rätt”: En empirisk undersökning av pedagogisk dokumentationsom kunskapsprocess för pedagogen i förskolan2013Självständigt arbete på grundnivå (högskoleexamen), 210 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Vårt syfte har varit att på en Reggio Emelia och Montessoriförskola undersöka och synliggöra pedagogens förhållningssätt till begreppet pedagogisk dokumentation och om och hur den har medvetandegjort pedagogens egen lärprocess och eventuell haft påverkan på verksamhetens utveckling. Vi har gjort tio kvalitativa intervjuer med öppna frågor inom två olika förskoleenheter. Pedagogerna är förskollärare med olika lång arbetserfarenhet. De teoretiska utgångspunkterna både i studien och analysen har varit hermeneutiska och socialkonstruktivistiska. Resultatet visar att pedagogerna är inne i en konstant kollektiv kunskapsprocess där den pedagogiska dokumentationen är ett viktigt verktyg som används. Genom dokumentationen har även pedagogens kunskapsprocess i förskolan blivit synliggjord. Pedagogen börjar se sitt eget lärande och sig själva som kunskapsskapande subjekt i stället för mer omvårdande.

  • 245.
    Svensson, Mokta
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    En skildring av hur tredje världen framställs inom ett urval av västerländsk barnlitteratur utifrån en postkolonial teori: En kvalitativ textanalys2014Självständigt arbete på grundnivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    In recent years, the characterization of the Third World and its inhabitants in West-originated children’s books has been subject to debate. Media attention around a selection of books has generated discussions on how this relates and aligns with Sweden’s national teaching curriculum. The objective of this study is to explore how a selection of authors, born in Western countries, have characterized and presented the Third World and its inhabitants in its literature. To meet the research objective, I have used a qualitative methodology of text analysis and analysed the material using post-colonial and feminist post-colonial theory. The study has been conducted from a social constructivist research perspective, which states that knowledge is socially constructed. The studied material consists of six books, originating from three Western countries. The study concludes that the characterization of the Third World and its inhabitants constitutes an antipode to the Western’s self-image of being sensible, civilized and controlled. Filtered through the lens of a Western self-image, the Third World and its inhabitants have been ascribed characteristics such as barbaric, wild and uncontrollable. This characterization is discussed from the perspective of Sweden’s teaching curriculum. A critical approach is required, to avoid the reproduction of negative Third World characterizations. Nonetheless, the selected children’s books still serve as valuable historic pieces, which can contextualize and improve our understanding of dynamics underlying relations between the West and Third World today.

  • 246.
    Söberg, Moa
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Lätt räknat: En utbildningssociologisk studie av matematiklärarstudenters sociala ursprung och utbildningskapital2012Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    A change has occurred in terms of recruitment to teacher education. From having been an educationof high status and reputation, a reduced application rate has led to lower admission requirementsand thus that students with much lower educational qualifications entering, which in turn means thatthe education status and reputation have been reduced significantly. Mathematics, on the other hand,has always been a topic of high status and reputation. Although there are few students who chooseto study to be a mathematics teacher. By conducting a survey of students on teacher educationtoday, both with mathematics and other approaches, I wanted to get answers to my questions aboutwhat influences students' choice of education: who are the students studying to be teachers inmathematics? Do they distinguish themselves from the student teachers who studies to be teachersin other subject specializations? Pierre Bourdieu's sociological ideas about cultural capitaltransmitted from parent to child constitute the theoretical framework of the study.

    Early in the study, I noticed that there is a difference between students studying to be a teacher inpreschool, primary or middle school and them studying to be a teacher in secondary and highschool, especially in terms of the mathematics student teachers. The result shows agreed withBourdieu and earlier studies regarding a kind of elite group that could be distinguished amongmathematics student teachers specializing in secondary school and high school, where the highestproportion of them among all student teachers came from homes with higher education (culturecapital) and careers in the higher classes, had higher average grades from high school, had highereducational qualifications and so on. These students were found to be more devoted to education,research notwithstanding. They spent more time on their studies, both on weekdays and weekends,they wanted more compulsory education, more textbooks and seemed in general to be moreinterested in the subject they will actually teach: mathematics.

  • 247.
    Tabakovic, Ada
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Betydelsen av lärares teoretiska och praktiska kunskaper i konflikthantering2013Självständigt arbete på grundnivå (högskoleexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [sv]

    Denna studie fokuserar på konflikthantering och dess egenskaper. Jag har fördjupat mig i praktiska och teoretiska kunskaper i konflikthantering med eleverna. I denna studie kommer jag att intervjua fyra pedagoger, två erfarna lärare och två nyexaminerade pedagoger. Jag kommer också att förklara vilka känslor har för roll i konfliktlösning. Varför jag har valt att skriva om konflikten är på grund av min osäkerhet när det gäller att lösa konflikter med elever så jag har valt att intervjua två erfarna pedagoger. Slutsatsen av min studie är att alla mina fyra informanter anser att den praktiska kunskapen är lika viktig som den teoretiska kunskapen. Studien visar att vi kan få in de olika kunskaper på två olika sätt; genom utbildningen som är den teoretiska kunskapen samt ute i arbetslivet som är den praktiska kunskapen.

  • 248.
    Tellebo, Kristina
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Många nyanser av grått: en jämförande studie av lärares och föräldrars beskrivning av läxan2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Purpose: The purpose of this qualitative study was to illuminate and compare how teachers and parents are describing the homework. The study will also attempt to answer these issues; How is the purpose of the homework described from teachers and parents? How are the effects of the homework described by teachers and parents? How do teachers and parents describe the responsibility for the implementation of the homework?

    Methods: Qualitative study, a comparison between teachers and parents description of the homework phenomenon. The material that forms the discussion are fetched from blog forums.

    Summary of conclusions: The Swedish school system is based on democratic values. This means that the students are supposed to gain equal opportunity for qualified education independent of their socioeconomic backgrounds. Based on this context is the study relevant as the homework reveals that conditions and qualifications differ between students. It also becomes obvious that the homework is a well established method in the Swedish school even though that it no longer is even mentioned in the official curriculum guidance.

  • 249.
    Temnert, Ingela
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Formativ bedömning - med samtalet som grund: En kvalitativ studie om lärares erfarenheter och tankar om bedömning2012Självständigt arbete på avancerad nivå (yrkesexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    The purpose of this essay is to discover what Formative Assessment is used for in practice and also how teachers use the Curriculum for elementary school, preschool and after-school activity 2011 (Lgr 11) in their Formative Assessment work.

    The questions are as follows:

    • What considerations do teachers take into account when assessing a student?
    • How do teachers view assessment for learning?
    • How do the teachers consider formative assessment works in relation to Lgr 11?

    I have used a qualitative research method to answer my questions. I have interviewed five teachers regarding their view on and experience with assessment. Using a hermeneutic approach I have tried to retrieve a deeper meaning from my interviewees regarding formative assessment. I have approached formative assessment using the socio-cultural perspective because I believe it to be the best fit.

    All of the informants believe formative assessment has made it easier to assess students and also that it works very well together with Lgr 11. A well done and effective formative assessment is always according to the teachers in the study based in the dialog and interaction with the student with-in the socio-cultural integration. The interaction between teacher and student is central to the success of his/her education. Through communication the teacher helps the student to understand abstract concepts and connect them to their earlier experiences. Especially during the earlier school years where the teachers seem to be more reluctant towards giving out a written grade.

  • 250.
    Teofilovic, Marija
    Södertörns högskola, Institutionen för kultur och lärande, Lärarutbildningen.
    Livslångt lärande - från vaggan til graven: En kvalitativ intervjustudie om lärarnas föreställningar om det livslånga lärandet2012Självständigt arbete på avancerad nivå (magisterexamen), 10 poäng / 15 hpStudentuppsats (Examensarbete)
    Abstract [en]

    Aim of this work was to determine teachers' ideas about how to encourage lifelong learning in primary school in year 3, so that students can continue learning throughout life. To get answers to my purpose, I used the following questions: What are the teachers' perceptions of the concept of lifelong learning? What are the main aspects teachers emerged as important in education, to encourage students to lifelong learning? Is there potential barriers to teachers for the promotion by the term of lifelong learning?

    The method used, is qualitative interviews and as a starting point I used the hermeneutic approach. Theoretical part included Ziehes modernity theory of learning and Vygotsky socio-cultural perspective.

    The results revealed that lifelong learning is interpreted on the basis of active teachers in many varied ways. Teachers' perceptions of the concept of lifelong learning have been very varied. The most of the teachers pointed out is that the term is about as a student has an understanding of what you do, that learning should be seen as something that goes on all the time throughout life and that desire and curiosity is close to the concept. The similarity between the teachers’ responses suggests that it is important that the student has confidence in his own abilities, and develop strategies for their future learning will live on. The key skills teachers highlights, concerns that the student be able to discuss, analyze, search various sources and be critical. Teachers have also shown that there are some obstacles in the promotion of lifelong learning. The biggest challenge is the lack of time, extensive knowledge requirement, and large groups of students. According to the teachers, the weak students who are the biggest losers, because there is not enough time to support the students.

23456 201 - 250 av 289
RefereraExporteraLänk till träfflistan
Permanent länk
Referera
Referensformat
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • harvard-anglia-ruskin-university
  • apa-old-doi-prefix.csl
  • Annat format
Fler format
Språk
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Annat språk
Fler språk
Utmatningsformat
  • html
  • text
  • asciidoc
  • rtf