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  • 301.
    Fröling, Sofia
    Södertörn University, Teacher Education.
    Manliga pedagoger i förskolan: En kvalitativ studie om hur manliga pedagoger  känner sig bemötta av kollegor, barn och föräldrar. 2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates whether male workers at the preschool feel treated differently from their female colleagues. My theoretical perspectives are gender and social constructivist theories are used in this study.

    When analyzing the results of the interview, variation is used as it highlights the understandings, attitudes and discourse of how people view each other in terms of their gender.

    During this study, I interviewed six male preschool workers and categorized their response in different themes. I formulated open ended interview questions in order to answer my research questions. The descriptions of the interviewees’ response were analyzed and the findings were written down.

     

    My findings from the interviewees shows that gender perception influence and affect how women and men are treated at the preschool. The results also shows that male workers at the preschool interact differently with children compared with the female ones.  

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  • 302.
    Furtado, Claudia
    et al.
    Södertörn University, Teacher Education.
    Strömberg, Marie
    Södertörn University, Teacher Education.
    En vetenskaplig essä om samverkan mellan klasslärare och fritidshemslärare2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A scientific essay on the collaboration between classroom teachers and after school care teachers.

    The purpose of writing this scientific essay was to gain and a deeper understanding of the interaction between classroom teachers and after school-care teachers. This is an important issue to explore since the after school-care received a new chapter in the curriculum. Teaching in the after school-care should complement the school's teachings, it should also be based on each individual, the individual's requirements to construct a meaningful after school-activity time and learning. These dilemmas are based on experience in the profession, today the collaboration between the parties is mainly based on the needs of the classroom teacher, which is a common element in daily operations. In this essay, the situations where collaboration between classroom teachers and after school-care teachers fail are described. This due to the job description and the perception of the work are flawed in their design. In the theoretical approach, this essay shows the usage of a hermeneutic approach and the theory of practical knowledge. Hermeneutics can be described as an interpretive theory and is a scientific approach that is used as a tool to understand, together with practical knowledge and experience. This essay explorers how after school-care teachers can understand the conditions that exist to reach acceptable collaboration between classroom teachers and after school-care teachers. These reflections are also of great importance where the dilemma has been observed from multiple perspectives, different research descriptions on collaboration, their views have created more insight on the topic and themes that this essay is based on. The result is a greater understanding of the classroom teacher's view of after school-care teachers based on these dilemmas, the issues, other perspectives and that the responsibility of collaboration cannot just rest on the educator. The issue of collaboration requires furthermore to be discussed at higher levels by the principal, the governing body and also where it is politicians are involved. We believe it is very important to highlight these issues to create and improve collaboration.

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  • 303.
    Fährstedt, Sara
    et al.
    Södertörn University, Teacher Education.
    Notman, Sophia
    Södertörn University, Teacher Education.
    Utopiska premisser och praktiska exempel: Att få vara barn i spänningsvidden mellan läroplan och vuxenstyrning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, our aim is to problematize the curriculum's core values through practical examples drawn from observations in children’s recreation centers. We want to examine the premises and common assumptions that are written up in the elementary school, pre-school and recreation center curriculum (Lgr11), in relation to current values on the ideal pupil and how these can be problematized. We do this by focusing on how children's acting space is limited by normative processes in the recreation center from a power perspective.

    Our empirical work consists of three excerpts in the Lgr11 values that we argue contains utopian premises and common assumptions; transferring basic values, articulate and convey, and from one generation to the next. We also point out two examples from the observations in a recreation center we have done for our B-level, where we indicate what we believe exemplifies the discrepancy we see between the school's practical activities and curriculum formulations.

    Through our theoretical framework consisting of conceptions in relation to age, power and democratic intentions, we have analyzed our material and found that the premises and common assumptions that are projected promote and maintain an asymmetric power relation in the relationship between teachers and students. The analysis also shows the importance of students' participation in values-oriented work, and the importance of discussing the meaning of the values that are put forward.

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  • 304.
    Fållbäck, Jonathan
    Södertörn University, Teacher Education.
    Att utbilda för progressiv samhällsomvandling: En undersökning av fackliga studier i en tid av politisk offensiv. Studieverksamheten i en verkstadsklubb åren 1960-19752016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    During my now four years at Södertörn University, were I study to, within the year, become a high school teacher in history and social science, I have engaged in the eternal pondering about the question: what is good education? And more specific: how does a good civic education look like? In a society with a deeply infested debate about the public schooling system it is, at some points, hard to see between the lines. Thus, I have stumbled across the idea to look elsewhere for clues. In this thesis, I have been interested in the possibility of searching for a true progressive, in the sense of democratic, education. Therefore, my aim and starting point for this research was to look at education within the Swedish metal industry workers union (Metall) during at point in history of great political radicalism. This brought me to the period of the 1960s and first half of the 1970s where there at the time were much social and political progress for the worker’s moment and where in the end of this era the metal workers were going to push hard for a bill which would give the unions actual co-ownership in the most profitable companies. My main interest in this thesis has been progressives within education. For theory, I have worked out of an idea that builds around the assumption that there are more to learning than just the content of knowledge transferred. In education, there is also a great importance in how knowledge is built. Thereby I have separated content from practices. This bids me to bring more than one perspective on the term progressiveness. For political progressiveness, I have chosen to focus on the general aim of unionizing which I mean, in a Marxist tradition, is to practice collective power over the means of production. For a perspective on pedagogical progressiveness, I have implemented Dewey’s progressivist thinking as to see progressive teaching as something that allows knowledge to be made from within the active learner in the meeting with a group and an assignment. This compared with knowledge as something transferred from one authority (teacher/ school system) to a passive learner. Hereby my study starts out in a local union clubs study committee’s protocol records. From these I draw the conclusions that there were primarily four kinds of studying practices. After 3 a short rambling about the implications of my two theoretical perspectives in congress with these practices, I select the kind of practice that I judge the most progressive and pick two course materials in this category to further analysis. Out of this work as a whole, I have concluded that there is a slight shift in how these study practices are progressive in a political sense towards the later years, which then follows the overall political trend. In terms of pedagogic progressivity, it is not entirely clear whether there has been a changing paradigm within the study though I think I at the wherry least can say that these last course materials both show a higher level of pedagogical progressiveness than traditional schoolwork.

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  • 305.
    Fållbäck, Jonathan
    Södertörn University, Teacher Education.
    Läraren i diskursen: En kritisk diskursanalys av samhällskunskapslärares utsagor om sin undervisningspraktik2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is an attempt to have a critical look at the very craft of teaching within the social sciences. The scope of my study is teachers own accounts of their teaching practices within the Swedish secondary education (gymnasieskolan). This is done through interviews which I have performed with two teachers, whose answers I have analyzed textually. My aim is to explore their motivations for their practices with the theory and method of Norman Fairclough’s critical discourse analysis to discover how different discourses emerge, compete and work together. Among my results is that the teachers motivations express a variety of discourses covering topics as: preparations for university studies, civic responsibility, critical thinking, objectivity and secularism, among other things. This is then compared and discussed in relation to some of the Swedish curriculum studies.

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  • 306.
    Gabriella, Johansson
    Södertörn University, Teacher Education.
    Ljuva, livliga fritids: Hur kan delar av fritidshemmets fysiska inomhusmiljö utformas och användas så att den möter barnens behov av livlig lek och fysisk rörelse?2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to find out how different after-school centres adjusts parts of the physical indoor environment in order to be able to offer space for childrens’ livelier play and physical activity. I visited three after-school centres with various conditions of their access to rooms, the size and number of rooms and the size of the children groups. Through interviews among the leisure-time teachers and observations concerning the furnishing, the design and the use of the rooms, I defined five different types of areas. These areas, presented under one heading each, are analysed from an architectural perspective. The result of my study shows that the pedagogues in all three after-school centres are aware of the fact the children need to have possibilities to be physically active and play livelier games even indoors. In order to be able to offer space for lively play and physical activity indoors, the afterschool centres I visited, created various solutions and adjustments based on the school buildings inbuilt possibilities. A common way of thinking about the usage and furnishing of the rooms are to let various activities take place in different rooms or in some parts of a larger area. Some of the departments made visual borders by creating rooms in a room in order to provide place for a wider range of activities and more flexibility in the usage of the rooms.

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  • 307.
    Gallegos Fadda, Romina
    Södertörn University, Teacher Education.
    Demokrati: En kvalitativ studie om demokrati i ämnet samhällskunskap2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to examine how the concept of democracy and education for democracy are formulated in school policy documents related to the four teacher’s description of their work with democracy in the civic subject. The study is based on the following questions: 

    • What type of democracy is presented in the school curriculum as well as other school policy documents?

    • How do the participant teachers understand democracy?

    • How do the participant teachers describe and motivate their work with democracy?

    This study is made through a qualitative method based on a contextual analysis and interviews with four teachers working in grade 1-3. The study is based on two theoretical extensions and these are electoral-, participate-, deliberate democracy and the traditional- , liberal progressive-, social critical orientated views.

    Common to the four school policy documents that have been analysed, the most prominent conceptions of and approaches to democracy is participatory and deliberative democratic perspectives. The results show that the school documents and the teacher’s description of democracy rarely mention electoral democracy. However, it can be seen in the school policy documents that there is a notion that knowledge about democracy.  That is, knowledge of political ideologies and the selection process, is required to enable participatory and deliberative democracy.  Teachers understanding of democracy show mainly participatory democracy perspective. However, it has come to shown from the interviews that the teacher’s description of their work with democracy in the civic subject mainly shows deliberative perspectives. One conclusion of this study is that the documents and the teachers' descriptions of democracy and education for democracy are quite similar.

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    Demokrati
  • 308.
    Gamze, Poyraz
    Södertörn University, Teacher Education.
    Läsning som estetisk upplevelse eller inhämtning av fakta: En studie om undervisningsmetoder i skönlitteratur för grundskolans mellanår2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to get an insight into how fiction tutoring in Swedish can be practised and how the reading is encouraged. A teacher can through her working methods control how the pupils relate to fiction and has therefor an important role, because of this the subordinate purpose of this study is to problematize and highlight how the teacher can encourage her pupils into different styles of reading. Questions:•What didactic choices does the teacher make in literature teaching?•What does the teacher want the pupils to pay attention to? •What are the learning methods for the pupils? This study has been made through observations and interviews with teachers who teach in primary school in Sweden. The empirical data have been analyzed based on Rosenblatt’s reading concepts and Langer’s conceptual worlds and furthermore their view of literature teaching and the teacher's role in it. The study shows that all of the teachers combine reading with writing assignments, where linguistic approaches are most common and usually primary. Even though the teachers showed an awareness of the importance of an aesthetic reading, they did not support aesthetic reading in their lessons. In the observed lesson it was shown that the method used by the teachers stimulated phase one in the imaginary worlds and an efferent reading which both pay attention for the impersonal and the general aspects that can be verified in a text. It should be noted that this study had a teacher’s perspective and not the perspective of the pupils.

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  • 309.
    Ganse, Maria
    Södertörn University, Teacher Education.
    "Jag vill spela fotboll": En essä om att få barn engagerade i förskolans undervisning2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this experience-based essay is to reflect on a dilemma that may arise in my work as a preschool teacher and which I present in my own experienced story. The dilemma is that I as a preschool teacher have a responsibility to give the children the conditions to develop in the subjects presented by the preschool curriculum, such as mathematics, language, science and technology. At the same time, I meet children who are not always receptive to it and where I sometimes fail to reach them. I present this in five different situations where I myself am an educator who meets children in events that have occurred but which are to some extent distorted. In these situations I tell you about Fia, Cassandra, William and Simon. Fia and Cassandra are more interested in playing than taking part in an experiment in which we investigate what happens when you put sugar cubes in water. William would rather build a space rocket of Lego than listen to a fairy tale, and Simon longs to play football when we reflect on what we can do to help the environment.

    In my reflection, I will base myself on three issues. My first question is how I as a preschool teacher can shape the teaching so that the whole group of children becomes engaged and interested in learning new things. My second issue is how I as a preschool teacher can help the children who are not so involved in teaching situations to become more involved. My third issue is how I can be a fair preschool teacher towards all children. I will reflect on these three issues with the help of my story and the literature I have chosen to use as references to my thesis. I have tried to choose literature of great breadth so that it can be as productive as possible for my thesis. What I find is that a greater preparation for the activity and also a follow-up afterwards can affect the children´s group´s commitment and interest in a good direction. Other factors that can have a positive impact can be to increase the variation, work more in smaller groups to more easily support each child and to base more on what the children are interested in.

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  • 310.
    Garcia Pettersson, Elena
    Södertörn University, Teacher Education.
    Det är faktiskt bara snoppen: När okunskap och rädsla sätter stopp för barnens sexuella utveckling2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I have written an essay about children's sexuality, a sensitive topic that can be difficult to deal with and talk about. It is based on three stories and dilemmas that I have encountered in my work experience. The first deals with a situation where children want to know more about their sex, the second is about a girl exploring her sexuality and the last one is about two children exploring each other. The purpose of this essay is to gain knowledge of the problems concerning children's sexuality and how I can relate to this controversial topic in preschool. I have based my essay on the questions: What does children’s sexuality mean? How should I as an educator relate to the topic? What can be the consequences if we do not raise the topic already at preschool? and What are some materials for us at preschool to work with?

    I present various theoretical concepts of sexuality to distinguish between adults and children. Then I illustrate the theoretical background for analyzing and reflecting from an encouraging and social constructivist perspective on what children’s play mean and whether sexual play can be indicative of possible abuse followed by the impact of language and what the consequences can be if we are not working encouraging. I analyze and concretise how the perspectives can be used in the educators' work at the preschool to finally present material helpful for myself but hopefully also for other educators and adults.

    The more knowledge and tools we get in preschool concerning the topic, the easier we can meet each individual and there is a need for both literature and policy documents from the National Agency for Education and the management. Educators and other adults have an important role to play regarding children’s sexuality, which if seen from an adult perspective can be problematic. It is therefore important to respond to the children in an encouraging manner together with a developed language that leaves room for their own interpretations, values and thoughts. It is important that we continue with a neutral aspect to normalize this taboo topic so as not to risk inhibiting, shaming or destroying children's sexual development.

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    Det är faktiskt bara snoppen
  • 311.
    Garehjalou, Melissa-Aynaz
    et al.
    Södertörn University, Teacher Education.
    Karagöz, Silan
    Södertörn University, Teacher Education.
    Den pedagogiska verksamheten inom sjukhusmiljön: En studie om barns behov och lekterapeuternas arbete inom den lekterapeutiska verksamheten2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We want to immerse ourselves in what playtherapy means and how it can ease the hospital visit for sick children. We have chosen to investigate what opportunities the educational environment provides to support and stimulate children's play in hospitals. We want to investigate how the playtherapists reflect on the educational activities and how they plan the game and the environment in which it occurs. We have chosen to focus on three questions that will be answered in this essay: How does the environment promote children's play in the play therapy? How can the educational environment and the play support children in the play therapy activities? How does the play therapists reflect on play within play therapy?

    To investigate and get answers to our questions, we chose qualitative survey methods wich consists of interviews and observations. We find that these survey methods are the best way to gain relevant answers to our questions. We have chosen to use the psychoanalytic theory based on Maare Tamm's research in our theoretical starting point. In order to understand the importance of play for the individual's psyche and development we have also chosen to bring up the psychoanalytical theory witch many play therapists use in practice. In our result, we have come to the conclusion that the environment is one of the most important components in play therapy. The playtherapists method conducting the play sessions proved to be a developing factor in the development of children.

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  • 312.
    Garnell Berg, Belinda
    et al.
    Södertörn University, Teacher Education.
    Miljkovic, Andjela
    Södertörn University, Teacher Education.
    Pedagogers förhållningssätt till barn som får koncentrationssvårigheter i förskolan: Koncentrationssvårigheter i teori och praktik2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this examine is to analyze how teachers in preschool respond, adapt and relate to children who have concentration difficulties, and how it can be related to the knowledge and perspective to concentration problems set forth in the policy documents and research. This through a qualitative research where we interview five preschool teachers.

    The method we chose was qualitative research, where we through five interviews collected our empirical material. All informants were preschool teachers and worked at preschools around Stockholm.

    The format of the exam is divided into four chapters, introduction, results, analysis of the results and discussion and conclusion. The results are analyzed by the relational and sociocultural perspective, and shows that preschool teachers have a good knowledge of children with concentration difficulties, but the knowledge gap may depend on a collision between the preschool policy documents and research on children that gets concentration difficulties.

  • 313.
    Gashi, Arijana
    et al.
    Södertörn University, Teacher Education.
    Akan, Rima
    Södertörn University, Teacher Education.
    Förskollärares sätt att möta barn i koncentrationssvårigheter i inomhusmiljön: Miljön och pedagogers påverkan på barns utveckling och koncentrationsförmåga2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to explore the way teachers in pree-school are relating to and working with pre-schoolers in concentration difficulties in the indoor environment. We have chosen to study if pedagogues are working in a way where they are trying to help the children or if they are considering concentration difficulties as existing within the child. In that way we will become aware if the teachers are working in a way where the child are considered as a child in concentration difficulties or as a child with concentration difficulties. The method used in this study is qualitative interviews consisting open ended questions where total of five pedagogues took part. The questions posed in the study are: • How do educators relate to children in concentration difficulties? • What importance does the indoor environment have on children in concentration difficulties? • What importance does society have on pre-school teachers' work on children's ability to concentrate? Bronfrenbrenner´s theory and Malaguzzi´s philosophy will be the root of this study. By this philosophy and theory, the meaning of a pedagogic environment and the child´s background will be seen. This study will lift the meaning of a committed pedagogue who can create a meaningful environment that helps the kid to concentrate. This exploration will also show the need of normalisation of differences and a working way against the norms and valuations of the society. The analysis of the results show that the teachers thinks that an open way to work with children in concentration difficulties is meaningful. In this way the teachers can find a way to help the children by creating environments which works for every child. What the teachers did not think about were that an opened way to work means no expectations on the children. By working without expectations means a working way free from the society’s norms and valuations but that it shows it their work from time to time.

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  • 314.
    Gebrail, Alexandra
    et al.
    Södertörn University, Teacher Education.
    Glaes, Elvira
    Södertörn University, Teacher Education.
    Stora barngruppers påverkan på barns relationsskapande, lärande och utveckling: Pedagogernas förhållningssätt och strategier i fokus2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka hur förskolekvaliteten påverkar pedagogernas relationsskapande till barn samt barnens lärande- och utvecklingsprocess. Syftet är även att undersöka vilka strategier och förhållningssätt pedagogerna använder sig av för att underlätta arbetet med stora barngrupper. Studien är en kvalitativ sådan och har utförts på förskolan Havet på Södermalm, där en avdelning på 45 barn och 7 pedagoger observerats. I undersökningen intervjuades två pedagoger, spontana samtal med en mindre grupp barn skedde och de två pedagogerna fyllde i en enkät en gång per dag under två veckors tid. 

    Vårt intresse för detta undersökningsområde har sin grund i att förskolan idag präglas av stora barngrupper och det riktas mycket kritik på att stora barngrupper påverkar barns lärande och utveckling på många sätt. Vi har utgått ifrån Bronfenbrenners (1979) ekologiska systemteori och tagit avstamp från Lev S. Vygotskijs (1978) sociokulturella perspektiv.

    Studiens resultat visar på att barnen får ta ansvaret för kontakten med pedagogerna när de befinner sig på förskolegården. Vidare visar studien att sammansättning av barngrupp och barns vistelseyta påverkar barns lärande och utveckling i förhållande till positioner, det vill säga vart barnet befinner sig i förhållande till pedagoger. Studiens resultat visar även att samspelslekar används som en strategi för relationsbyggande och lärande samt ger en bättre uppsikt över barnen. Resultatet visade även att pedagogerna formar barnen till självständiga och hjälpsamma individer, vilket används som en strategi för att underlätta arbetet med stora barngrupper.

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  • 315.
    Giraldo Gómez, Natalia
    Södertörn University, Teacher Education.
    Aktiva pojkar och passiva flickor eller tvärtom?: En text- och bildanalys av två läseböcker i ämnet svenska ur ett genusperspektiv för årskurs 32016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Since 1991 government control of textbooks no longer takes place and the pedagogical framing is influenced by production relations in a rectified global mass culture where impressions and role models from the media have greater influence on students’ worldview and their socialization. Norms, ideas, values and attitudes are conveyed through language which is therefore seen as central in the creation of ideas about what is considered male or female. The purpose of the study is to examine, from a gender perspective, how girls/women and boys/men are portrayed and represented in both text and image in two textbooks in the subject of Swedish for kids in the third grade. Furthermore, the study aims to investigate the type of professions and/or activities occurring as masculine and feminine. The theories used for the analysis of the material are Yvonne Hirdman’s gender theory, Raewyn Connell's conception of gender relations and Bronwyn Davies sociological theory. The questions that are answered in the study are the following:

    * In what way is gender constructed in the representation of girls/women and boys/men by image and text in textbooks?

    * Which professions and/or activities are linked to masculinity and femininity?

    I have in my investigation concluded that boys/men and girls/women are represented differently in both textbooks. In the textbook ”LäsDax 3” I found that both genders are represented in a stereotypical way, while the other textbook “ABC-klubben, Nyckeln till skatten” is trying to move beyond the stereotypical representation. In the latter mentioned textbook, men and women are both allowed to exceed the prevailing genus contract of society by describing girls as active and men as emotional. Regarding professions and/or activities I could also find that they differ in the textbooks. ”LäsDax 3” follows the norms of society regarding what is seen as masculine or feminine, while “ABC-klubben, Nyckeln till skatten” exceeds society’s norms.

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  • 316.
    Giraldo Gómez, Natalia
    Södertörn University, Teacher Education.
    Teknik och genus: En studie om elevers och lärares begreppsuppfattning samt arbete med att motverka traditionella könsmönster2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Technical expertise is highly rated in today's society. Thus, the technical education in school should help students develop basic attitudes and approach to the subject, regardless of gender or social class. Since technology has long been considered to belong to male domains, it is very important that the school works towards influencing girls' alienation to the subject. Knowledge and understanding of the technology today is of great importance because it is essential to the welfare of society, the future and peoples right to democratic decision (Mattsson 2005:1). The purpose of the study is to examine, based on interviews, how students and teachers perceive the concept of technology as well as examine how teachers describe their work to counteract traditional patterns of gender in the technical education. The research of the study is based on the theories of Vygotskij about children's forming of knowledge and Hirdman's theories on gender.

    The following questions are answered:

    • Are there any differences in how boys and girls perceive the concept of technology? What differences?

    • How do teachers describe the concept of technology?

    • How do teachers describe their work to counteract traditional patterns of gender in the technical education?

    I've made the conclusion in my study that there are more differences than similarities in how boys and girls perceive the concept of technology. Teachers on the other hand, have a similar view of technology as a concept. In the question about how teachers work to counteract traditional patterns of gender, I've concluded that this is mostly done by group divisions and by allowing students to develop their full potential. However, I was able to discover that teachers sometimes fail to counteract traditional patterns of gender in practice.

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  • 317.
    Gjersvold, Emelie
    Södertörn University, Teacher Education.
    Rörelse i förskolan: En essä skriven för att fördjupa ämneskunnandet och vinna insikt om olika förutsättningar för barns rörelse inomhus2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on two self-perceived events that reflect each other in the form of chaotic indoor running and structured outdoor movement activity. The events create strong opposing emotions within myself and I wonder why I think that sometimes it is acceptable to move around and sometimes it is not.  

    The purpose of this essay is to study movement in preschool from different perspectives and extract knowledge about what movement in preschool means. By exploring multiple perspectives on motion, I strive to gather enough knowledge to create exemplary conditions for children's movement indoors. The environment should attract all individuals regardless of gender and therefore I have chosen to examine what earlier research says about boys and girls movement. The questions that form the basis for the study allow me to distance myself from the dilemma and create an understanding through new perspectives. How do I view movement? How do others view movement and what could be the underlying factors for the children's physical expression of movement?  

    The essay intends to look inwards at my thought processes and outwards at my actions in the events. What I did well and what I could have done differently? By reflecting continuously between theories, my thoughts and my events, I try to highlight my practical knowledge. I find myself critical of the research that says that large groups of children are stressful for children and adults, as my experience of the phenomenon is to the contrary. My practical knowledge, based on my two years of experience with large groups of children, tells me that with well-organized structures even large groups can be a successful approach.  

    The essay itself is a method whereby I start from my own experiences and then reflect on those experiences with the help of other theories. The essay itself is a writing process throughout which I examine a phenomenon from different perspectives. The underlying theoretical perspectives of my study are hermeneutics with the idea of interpreting the meaning behind the situation and phenomenology, by looking at a phenomenon as it affects humans as subjects.  

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  • 318.
    Goc, Egzona
    Södertörn University, Teacher Education.
    Att följa upp den tysta läsningen: En kvalitativ studie om hur lärare följer upp elevers läsning vid tyst läsning och hur de anser att den främjar elevers läsutveckling och läsförståelse2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to, from a teacher- and student perspective, investigate how they describe that the silent reading follows up by the teachers. The purpose has also been to investigate if the teachers believe that silent reading helps to promote students reading development and reading comprehension. To answer this I prepared the following questions: •How do the teachers describe that they follow up students silent reading? •How do the teachers believe that silent reading helps to promote students reading development and reading comprehension? •How do the students describe the silent reading and how it follows up? This is a qualitative study based on completed interviews. I have interviewed two teachers and two student groups from each teachers class. The teachers in the study teach in second grade. The study is based on Aidan Chambers theory about The reading circle and Hans-Gerog Gadamers thoughts about reading and comprehension. The results show that the follow up of students silent reading differ from the two teachers. Common for the teachers was that conversation and dialogue based on the silent reading books was missing. Furthermore, the analysis shows that teachers believe that silent reading promotes students reading skills because it’s a way to practice reading and they practice up their reading flow. They also believe that silent reading can contribute to greater love of reading as students get to choose and read books of their own interest.

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  • 319.
    Goc, Egzona
    Södertörn University, Teacher Education.
    Att se till individen i engelskaundervisningen2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to investigate whether the teaching of Enlish in grades 2-3 is individualized for different students conditions and needs and how teachers go about doing this. To answer this I prepared the following questions: 

    • What methods and tools do teachers use to design the teaching of English (grades 2-3) to meet students varying needs and conditions?
    • What do the teachers think they do to vary thier english teaching?
    • How do the teachers relate to the students who are at different levels in English?

    This is a qualitative study based on completed observations and interviews. I have interviewed and observed three different teachers in different schools. The study is based on Lundgrens and Stensmos thoughts about framefactors and how they affect the teaching process, it is also based on the theory of Zone of proximal development and scaffolding. The results show that the teaching is individualized by the teachers offering a varied teaching with varying approaches that can satisfy many learning styles. Furthermore, the results show that teachers adapt the tasks for students based on their level during the lesson.

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  • 320.
    Gokall-Norman, Karin
    Södertörn University, Teacher Education.
    Aj lavva populav: en essä om barnperspektiv och barns perspektiv2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this experience-based essay is to examine and problematize the idea that preschool activities should be based upon children's perspective, experiences and interests. How can we understand the meaning of children's perspective, experience and interests? And how do we know that we interpret the children's expressions correctly? How can we manage to take into account, and respect, the child's perspective, their experiences and interests, as we strive to create meaningful learning situations? The method of my investigation is essay writing. My story is based on my own experiences and reveals a difficulty to properly manage to comprehend the children's perspective. To get answers for my questions I reflect on my own experiences, partly from my own knowledge, partly from pre-school policy documents and established theories. The theories I am exploring deals with children's perspective and the child perspective. William Corsaros theory about children's interpretive reproduction, and Lev S. Vygotsky's theory about imagination and creativity in the sense of knowledge-creation and meaning, is also relevant in my study. My work on this essay has deepened my understanding regarding the significance of children's perspectives, interests and experiences in preschool. I have also gained a greater awareness of how our own knowledge affects how we interpret children's expressions and there creation of meaning.

  • 321.
    Golabek, Mariola
    et al.
    Södertörn University, Teacher Education.
    Janneh, Sophia
    Södertörn University, Teacher Education.
    "Jag skriver" - yngre barns anammande av litteracitet2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this research is to get an idea ​​how younger preschool children embrace literacy in spontaneous activities, started by themselves or together with other people. We want to pay attention to and delimit the literacy events and investigate, interpret and understand what happens in the interaction between the children and between children and the material in the preschool environment. In addition to get an understanding how the children interact with the material in the physical environment and what strategies they use in the encounter with literacy. We hade to observe the children closely, in order to achieve that we conducted, an ethnographically inspired study, we can interact and observe children for a longer period. That helped to give us the opportunity to get closer to the children and we were regarded as a natural part of the group. Based on the observations, we saw that the children are exploring literacy with the material, which includes pens, papers and books. The specific material captured the children's curiosity and it contributed to that they started "test-writing" and "test-reading", both on their own but also with others. Although the children in some situations wanted to explore the material themselves, at the same time they wanted to be close to the group. Based on Karen Barad's theory of realistic realism, we saw that the environment and the material interact with the children. We can note that the children conquer literacy, literally in social interactions but in order to conquer literacy, the material's availability is crucial.

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  • 322.
    Grabarska, Kamila
    et al.
    Södertörn University, Teacher Education.
    Najmaddin, Shilana
    Södertörn University, Teacher Education.
    Förskolebarn i sociala och språkliga svårigheter: Förskollärarnas synsätt och strategier kring det sociala samspelet och språkliga utvecklingen2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of our study is to investigate how preschool teachers work with children in need, how to stimulate children in language and social interaction between preschool teachers and children. The study is based on the following questions; “What conceptions do preschool teachers have about children in need of special support?” and “What strategies are pre-school teachers using in order to promote children's social and language development?”. In this study, we have chosen Vygotsky’s concepts of zone of proximal development or sociocultural theory as the starting point and previous research that concerns our area. We have chosen to conduct a qualitative survey in the form of interviews with six preschool teachers in two schools. Starting point was to use our interviews with preschool teachers. Our examination shows that interplay between preschool teachers and children has a major impact on children´s development, to become an individual, to function alone and even with others. This is done by preschool teachers’ attitudes and beliefs in how they meet and talk with children and how the conditions are met. In the result, we realized that it is important that preschool teachers create good conditions for all children regardless of their difficulties. It was about how preschool teachers have to be efficient to ensure capture of children’s difficulties in time to help them to become independent individuals and to feel included together with involvement in the children’s group. It was about how preschool teachers organize the environment and materials in a way that would benefit all children’s learning and development in different contexts so that all children get the same opportunity worthy and to feel confident in the group of children.

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  • 323.
    Granqvist, Frida
    et al.
    Södertörn University, Teacher Education.
    Lahti, Rebecca
    Södertörn University, Teacher Education.
    Demokratiarbete i förskolan: En kvalitativ undersökning om förskollärares tolkning och praktisk tillämpning av begreppet demokrati utifrån förskolans läroplan2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the essay is to investigate preschool teachers’ version of the concept of democracy based on the preschool curriculum. The essay will also investigate how preschool teachers practically apply democracy in preschool activities. Our essay investigate answers to:

    -How is the version of democracy interpreted from the preschool's curriculum of preschool teachers?

    -How is democracy practically applied by preschool teachers in preschool activities?

    Our essay is based on three different theoretical starting points, which are John Dewey, Lev. S Vygotsky ́s and curriculum theory. The material that we have studied consists of four interviews with preschool teachers and two articles. The results show us two different perspective of the concept of democracy, based on the preschool curriculum. The first perspective focus one the children and the other perspective with society in focus. Depending on which view of democracy the preschool teachers have, will affect how they practically apply democracy in preschool activities.

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  • 324.
    Gren, Jonna
    Södertörn University, Teacher Education.
    De borttappade lässtrategierna: En studie om gymnasieelevers användning av lässtrategier vid läsning av tidningsartiklar2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
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  • 325.
    Grimm, Sofia
    Södertörn University, Teacher Education.
    Are you okey?: En essä om simultan flerspråkighet ur elevens och lärarens perspektiv på fritidshem och skola2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The subject for this scientific essay is simultaneous multilingualism. This is where an individual learns to speak two languages from birth. The essay has its beginning with a story. The story is based on experiences at my work as a Leisure time teacher where a pedagogical dilemma occurs. In part one I examine what linguistic research says about simultaneous multilingualism and language development. Part two is about multilingualism from an educational perspective, and how emotions are intertwined with language. This paper analyzes the leisure-time teacher and the teacher's role and responsibility for multilingualism in a school with a monolingual norm. In part three I examine multilingualism from a philosophical perspective and immersed myself in the view of experience, knowledge, and use of language. It appears that simultaneous multilingualism could mean a certain delay in language development for the first few years but in the end is beneficial to the pupils language development. Children may be more emotionally connected to one of the two languages in certain situations. Finally it appears that in a school where monolingualism is the norm the educators carry a great responsibility to welcome multilingualism.

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  • 326.
    Grönskog, Camilla
    et al.
    Södertörn University, Teacher Education.
    Hamid, Camilla
    Södertörn University, Teacher Education.
    Bland My Little Pony-tröjor och kränkande könspronomen: En studie om hur fritidshemslärarens tankar och föreställningar om genus materialiserar sig i den fria leken utomhus.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to investigate how after school teacher's thoughts and beliefs about gender materializes in pupils' free play outdoors. Through the free play, pupils get access to an atmosphere where values are being exceeded and reconsidered in an unconditional way. We have asked ourselves the questions on which way the different ideas of gender create different sorts of climate for finding ones identity in the free play outdoors, how school teachers themselves want to relate to the free play outdoors and what understanding they have of the gender concept.

    The theory which is the basis for our study is taken from postmodernist feminism that is about liberation from gender identities and a redesign of the notions of what is feminine and masculine. One of the leading profiles of the postmodern feminism is the philosopher Judith Butler who wrote the book Gender Trouble (2007), from where our theoretical inspiration for our study is taken.

    We have used triangulation as a method for our data collection through interviews and non-participant observations. These have been conducted in three schools in southern Stockholm.

    Through our results, we have come to the conclusion that there are established notions of how pupils' behavior and needs in the free play outdoors are being influenced based on their gender. Furthermore, we have seen two different ways of how after school teachers can relate to the free play outdoors: the after school teacher who participate as a playmate or the non-participating after school teacher who observe and is available if needed. We have localized two factors that affect of how the after school teachers' understanding of the gender concept materializes in the free play outdoors: teacher ratio and time.

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  • 327.
    Gulunay, Maria-Diana
    Södertörn University, Teacher Education.
    Hur integreras värdegrunden i svenskämnet?: En kvalitativ studie om hur värdegrunden genomsyrar svenskämnet ur ett lärarperspektiv.2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of the study is to find out how Swedish teachers in grade 6 integrate the school’s value base into the Swedish subject. Following question have driven the study:

    How is value-based work integrated into Swedish subject in grade 6? What methods/teaching strategies do Swedish teachers in grade 6 use to integrate the value base into Swedish subjects? How does Swedish teacher experience value-based work in Swedish subjects in grade 6?

    The methods that’ve been used are qualitative methods in form of participatory observations and teacher interviews. The study is based on teacher’s perspective. The theories that’ve been used in the study are the socio-cultural perspective, the hidden curriculum, the prevention work and the social interaction. The value base is a term that can interpreted on several different levels. A value-based work need to be done all the time. It should be an active work that will permeate all Swedish education. The foundation of values for the students is to feel safe and to be able to express themselves through their education. Through the value base, students should feel involved in the teaching as well as school’s activities. The results were a co-operative learning, inclusive education, value-based exercises, four corner-activities, every-other questioning method, health- and safety groups, student advice, property-oriented methodology, cognitive development methology, role-playing methology and value-clarification method.

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  • 328.
    Gulunay, Maria-Diana
    Södertörn University, Teacher Education.
    Vilket kön dominerar i det svenska klassrummet?: En studie om klassrumsinteraktion ur ett genusperspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study aims to investigate classroom interaction from a gender perspective in Swedish subject in grade 5. The purpose of the study is to investigate if gender structures exist in the classroom of Swedish subject. Here you also include a study of the distribution of speech space and if the case is - such that there exist power structures - what problems these power structures involve and how these affect teachers. I used both qualitative and quantitative interventions combined together as a method for best effect when the methods intertwine. Four descriptive research questions have been formulated to be studied in this study. The main theory utilization in the study is the socio-cultural perspective, gender theory, power perspective and the double hidden curriculum. The quantitative methods consisted an app called Gendertimer. The Gendertimer calculates the space each gender takes, which results in how the speech space in the classroom is distributed. The qualitative methods I used in this study was 4 classroom observations and four teacher interviews in two different schools, geographically located south of Stockholm. The Gendertimer was used during all four observation sessions. The first two lessons in Swedish subject that were observed were teacher-led, while the remaining two were studentled conversations in small groups. The results showed that the majority of the four observation cases were dominated by the boys in the classrooms. During three observation cases, the boys dominated and during one observation the girls dominated. In conjunction with the observation cases and the percentage that was shown, I linked to, among other, Einarsson and Hultman's study (1984) about the so-called two-thirds rule. The rule is that the teacher takes approximately 2/3 of the total speaking in the classroom while the remaining 1/3 is given to the students. Within the students, the male gender takes about 2/3 of the speaking time and the remaining 1/3 is given to the female gender. That rule can be linked to this study.  

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  • 329.
    Gunnarsson, Hugo
    Södertörn University, Teacher Education.
    En bekant kontext: En kartläggning och jämförelse av ämnesspråk i Sveriges mest använda matematikbok samt i de nationella proven för elever i årskurs 6.2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A Familiar Context - a survey and comparison of mathematical language in the most widely-used mathematics textbook and in the standardized national tests for grade 6 students in Sweden.

    Studies have shown that language has a crucial role when students learn mathematics but there is a lack of empirical surveys mapping how mathematical language is used in different practices. One aspect of mathematical language called personification, which is associated with something that generates personal interest or contributes with a familiar context, seems to affect low-performing students in a negative way in their problem solving in the subjects of algebra and geometry.

    The overall aim of this study is to perform an empirical survey and analysis over how the personification of the mathematical language is used in the most commonly used mathematics textbook and the standardized national tests for students in grade 6 in Sweden. To answer this purpose, two research questions have been formulated:

    To what extent are natural language, mathematical imagery and mathematical symbols personalized in the field of algebra and geometry?

    How do typical mathematical tasks differ in the subjects of algebra and geometry?

    Method: Selected mathematical tasks from the most commonly used mathematics textbook and the national tests were analyzed in regards to personification. These selected tasks were also analyzed in regards to the concepts, metonymy and metaphor which can be used to distinguish the core of natural language in mathematical tasks.

    Results: There are differences between the uses of personification in the subjects of algebra and geometry. Personification was also found to be more common in the national tests than in the mathematics textbook. A comparison between the typical tasks from each subject area in the mathematics textbook and the national tests also showed that metaphorical form, a concept like personification associated with familiar context, is used more in the national tests than in the mathematics book.

    Conclusions: A clear difference in the use of personification and metaphorical form between textbooks and standardized national tests in mathematics for year 6 students was identified. Such differences in language usage may impair mathematics knowledge assessment. It is therefore important to make authors aware of how language use can affect a student's problem solving ability and raises the question as to whether personification and metaphorical form should be included in testing mathematical knowledge?

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  • 330.
    Gunnarsson, Theresia
    Södertörn University, Teacher Education.
    Eleverna återtar historien med fantasi och berättelser om framtiden2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this paper is to investigate historical consciousness through how pupils perceive history as a school subject. Jörn Rüsen´s three dimensions, the political, the cognitive and the aesthetic, of history culture has been applied in order to highlight pupils communicated historical consciousness. Historical consciousness can be regarded as the impact our interpretations of our past has on our understanding of the present and expectations of the future. Characteristic of historical consciousness is historical time and story. Historical time is subjective and builds on experiences and expectations in which all time dimensions operates in a contemporary era, and the story is a linguistic form of historical consciousness where we communicate experiences of the past, the present and expectations for the future. Pupils in grade 2 and 3 have been interviewed to clarify their perception and interpretation of history.

    The three dimensions of historical culture show that it is a politically contradictory story that takes precedence over the history of teaching. The results of the analysis show that the pupils historical consciousness is limited to the past and the present, while the future has not been explicitly addressed in the teaching. At the same time, the dimensions of historical culture have highlighted that the pupils themselves have the capacity to activate and develop their historical consciousness. Aided by imagination and the creation of stories the pupils allow themselves to approach the future through their own experiences and interpretations of the past. This sets a framework for expectations and dreams of the future. The same framework enables the pupils to approach the past by entering imaginative worlds interpreted as a resemblance of life in the historical past.

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  • 331.
    Gunnarsson, Theresia
    Södertörn University, Teacher Education.
    En historia utan framtid: En kvalitativ textanalys om historiemedvetande i läroböcker i de samhällsorienterande ämnena för årskurs 1-32018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Historical consciousness can be regarded as the impact of our interpretations of our past has on our understanding of the present and expectations of the future. It also defines the researchproblems this paper focuses on; that research shows how history education mainly instills a past perspective and how influential textbooks are in shaping the schools' history education. The purpose of this paper is to extrapolate from these subjects and through qualitative textual analysis examine historical consciousness in two textbooks for primary school. Historical consciousness has been operationalized around three categories in this paper:

    • Identity
    • Values
    • Narrative

    The results of the analysis shows that both books centers around the perceived Swedish culture through a perspective of Swedish heritage and a thorough critique can be made on the implicitexclusion of pupils with non-Swedish heritage. The results of the analysis also points at the lackof explicit expressions with regards to the future in the textbooks.

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  • 332.
    Gustafsson, Amanda
    Södertörn University, Teacher Education.
    I jihadismens skugga: En intervjustudie om att möta religiösa elever i en sekulär skola2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis sets out to examine how teachers in RE reflect and respond to religious students' questions and statements about religion and violent religious extremism by interviewing three teachers workning in so called particularily deprived areas in the outskirts of Malmö, Göteborg and Stockholm. In these areas there have been several cases of citizens leaving the country to travel to areas of conflict and war, most recently to the Islamic State in Syria and Iraq. With this “backdrop”, it is this study's aim to examine and explore what didactic strategies the teachers employ when engaging with religious, primarily muslim students within a secular, non confessional and compulsory RE. The study shows that the teachers' own religiosity and attitude towards the relationship between religion and secular society is crucial to their didactical approaches. This raises questions about what role the teacher plays in didactics, where a sole focus on the interplay between student and content/lesson material seems insufficient.

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  • 333.
    Gustafsson, Malin
    Södertörn University, Teacher Education.
    Datorstöd som pedagogiskt hjälpmedel för barn med dyslexi: En litteraturstudie av tio års forskning2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Dyslexia is according to a widespread definition a neurobiological dysfunction resulting in phonological problems. However, the problems that dyslexic children experience is also the result of the fact that dyslexics often compensate for their difficulties by avoiding reading and writing that is not absolutely necessary. Thus, it is crucial with early interventions that can break this downward spiral. This work is a systematic literature review aimed to investigate the quantitative research from the past decade of computers as an educational tool for children with dyslexia.

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  • 334.
    Gustav, Eriksson
    Södertörn University, Teacher Education.
    Religiösa Motiv i Tre Noveller av Selma Lagerlöf: Utifrån ett lutherskt livsförståelseperspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis purpose is to analyse the purpose and use of religious motifs, with a focus on Lutheran faith and elements of the ideal of the passive woman in Sweden during the 17th century, in three novels written by Selma Lagerlöf. The three novels are “Tösen från Stormyrtorpet”, ”Legenden om Julrosorna” and “Gudsfreden”. Neither of them have a lot written about them therefore other sources has been used.

    The first part consists of an introduction to Lutheran faith and values, based on Vägen mellan himmel och jord: underströmmar av luthersk livsförståelse i Selma Lagerlöfs författarskap by Margareta Brandby-Cöster. As well as a short summary of the religious landscape of Sweden during the 17th century, the female emancipation movements relation and its negative view on passive female ideal. The first part will also contain a brief summary of how Christianity and the industrialisation has affected the male image.

    The second part is the analysis of the three novels where the first one is “Tösen från Stormyrtorpet”. The focus will be to explore how Lutheran values are expressed in the story as well as how the female protagonist Helga is used to reveal problems in society and its view on women related to religious values. In “Legenden om Julrosorna” I look at the how Lutheran values are expressed especially the thought of love for the other and the belief that you need to be part of society to live in the world created by God for humans.

    In the third novel “Gudsfreden” I will examine what male identities are constructed and expressed as well as the consequences of a “Christian hero” putting himself above God. In the third and final part I will connect my thesis to the subject of Swedish with a focus on upper secondary school. I will compare it to the curriculum and discuss the importance of exploring themes in literature.

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  • 335.
    Gutsch, Maria
    Södertörn University, Teacher Education.
    ”Många gillar ju inte att läsa, men många gillar det också.”: Gymnasiepojkars beskrivning av de textvärldar som de möter under sin fritid samt under svensklektionerna2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Reading comprehension among boys is something that has deteriorated over the years. But is it so that boys do not read or do they just read things that does not count? Today there is an expanded textual concept. This means that even movies, comics, games, music and images counts as text, not just printed words on paper. I therefore want to investigate how boys in upper secondary school describes the text they encounter during their free time as well as the texts they encounter in school during the subject of Swedish. I want to see how their attitude is to these two textworlds. Six interviews with six diffrent boys from a upper secondary school north of Stockholm has been made. They are all in the alignment electricity program and are now in the second grade. They have all been reading the course “Svenska 1, 100p”. At first, the respondents said they did not read or meet text during their free time. They pointed out that they did not read books. When the respondents then learned that text could be more than only books, their answers changed and a textworld was created. The respondents describe the textworld in their free time as primarily screen-based. This is where they create a community with their friends and the texts has also the function to pass time. In the subject “Svenska 1” the respondents describe the textworld as non-screen based. They mean that they mainly read books. On the other hand, they see this as a positive thing as they are confident that the teacher chooses the "right" books and that they will learn something from it. This result shows that boys are reading, but usually not books. In the texts they encounter, one finds mostly male main characters. They are often supernaturally strong and smart and are classified as superheroes.

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  • 336.
    Gutsch, Maria
    Södertörn University, Teacher Education.
    Orörd eller Oerfaren?: Gymnasieungdomars syn på oskuldsbegreppet2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Equality is an important concept in the core values in Sweden. Both in terms of ethnicity, gender and sexuality. I have chosen to look at two specific concepts to see how the students at two high schools see it. The two concepts are “virgin” and “hymen”. These are norms and myths that can counteract equality and integrity amongst the students, this is why I believe it is important to see the students’ attitude towards the concept.

    Two schools, a total of six classes in the county of Stockholm contribute in the survey of the two concepts that had been sent out, totally 95 students chose to participate in the survey. The answers that came in where analyzed by a discourse analysis and are then interpreted with the help of gender perspectives. You can see both similarities and differences; something recurring is the way to see the concept ”virgin”. The words that the students mostly associate with virgin are “untouched” and “pure”.  But an interesting thing happened when the question of virgin is switched and directed to be about a specific gender.  Then there was a difference, girls being virgins is still considered to be “untouched” and “pure” as the students interpret the concept in general. But a guy being a virgin is instead “unexperienced” and “cool”.

    In this essay the results of what the students believe a virgin-norm and hymen stands for is presented.

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  • 337.
    Guy, Amanda
    Södertörn University, Teacher Education.
    Vi som undervisar: En normkritisk undersökning av lärarhandledningar i sexualitet och samlevnad, för undervisning i språkintroduktionsklasser2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay deals with teachers’ guides on teaching about sexuality and personal relationships, in particular guides focusing on introductory programmes in languages in upper secondary school and teaching adult immigrants Swedish. The aim is to investigate how the teachers’ guides function as further training for teachers.

    In Sweden 2016, the number of pupils enrolled in language introductory programmes was rapidly increasing. The number of participants in Swedish language for immigrants was also growing quickly. Teachers are in need of further training in sex and sexuality education and instruction in general, and particularly in this teaching context. It is hard to find teachers with sufficient competence in the field, due to the current general lack of skilled teachers in Sweden. Research on teachers’ guides in Sweden is underdeveloped and previous research on the topic of this essay is virtually non-existent, which makes this a pilot study of sorts.

    The study focuses on text-analysis, function and normativity. The results show that teachers’ guides respond to teachers’ needs and demands. These specific teachers’ guides affect each other through intertextuality. The norms imbedded in the language used in the teachers’ guides have an influence on teachers reading them.

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    Vi som undervisar
  • 338.
    Gwiazdowska, Aneta
    Södertörn University, Teacher Education.
    Barn som utpekas som syndabockar2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to investigate what norms and discourses exist at my preschool and how they contribute to create different constructions of children from a discourse perspective. Furthermore, I want to investigate the causes of my and my colleagues' patterns of action as well as the possibilities for action that exist in the emerging situations from two ethical perspectives, duty ethics and virtues. The essay is about the difficulty to cater to the best of the whole group and to take care of each child’s unique needs at the same time. The idea behind this essay was raised when I noted in my department that one child was blamed for all that went wrong. The essay begins with the description of some situations where my colleagues, through both their verbal and physical actions, express how difficult it is to meet children that behave in a way that makes them worried and puzzled. I do not raise my own concerns about the boy’s behavior or how the teachers react to his needs. When I finally dare to speak up during a meeting with the special pedagogue I risk destroying their chances to get an extra teacher for this child. My colleagues focus on his shortcomings and express a desire to correct his behaviour. My focus is on changing and adapting the environment, activities, routines and our approach to meeting the individual child’s specific needs. I reflect on the causes of my and my colleagues' actions as well as our possibilities of action using two ethical perspectives, duty ethics and virtues. These perspectives open up for an in-depth understanding of the dilemma through an insider perspective. Using this perspective, I can express my personal thoughts and speculations. An outsider's perspective comprises of a discourse perspective that helps me to see the discourses and the norms that contribute to the constructions of the children that are being created at my preschool. I even reflect over my own practical knowledge that has helpt me to learn from my own and other peoples experience, so I can develop my abilities and act wisely in different situations.

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  • 339.
    Gylemo, Michelle
    et al.
    Södertörn University, Teacher Education.
    Ekstrand, Sandra
    Södertörn University, Teacher Education.
    Måste vi prata om det?: En kvalitativ studie om förskollärares förhållningssätt och strategier kring barns integritet och sexualitet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of this qualitative interview study is to highlight and visualize preschoolteachers’ attitudes and working practices regarding children’s integrity and sexuality. Ourambition is to visualize preschool teachers' strategies to avoid discrimination againstchildren's integrity and sexuality and contribute to increased interest in discussing this inpreschools to create similar strategies in all preschools in Sweden. Our method of collectingdata for this study is through interviews. We chose this method to be able to analyzepreschool teachers’ statements and link them to theoretical perspectives. We interviewedpreschool teachers as our primary source of information, and supplemented this withadditional data from the police to gain a wider perspective of the complex issues that arisewhen studying children’s integrity and sexuality. The theoretical perspectives of this study areinfluenced by a queer theory which treats and focuses on areas related to exclusion andnormalization processes. The queer theory is inspired by Foucault and his perspective ofpower, Foucault also described how we find our identity in sexuality.The national documents developed for preschools in Sweden tend to be vague which leads tointelligible and unspecific guidelines for how preschool teachers are supposed to work withchildren's integrity and sexuality. The results of this study conclude that communication isessential to a progressive and more ethical way of dealing with children’s integrity andsexuality.

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  • 340.
    Gäfvert, Molly
    Södertörn University, Teacher Education.
    Att undervisa i läsförståelse.: En kvalitativ studie om lärares reflektioner kring och undervisning i läsförståelse2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how teachers in grades 1-3 work with reading comprehension in the classroom. This essey will further analyze how they describe the concept poor comprehenders and how they discover if a pupil have bad reading comprehension. I have used the following questions: 

    • How do teachers describe the concept poor comprehenders?
    • How do the teachers work with reading comprehension in the classroom?
    • How do the teachers describe how they find out if a pupil have bad reading comprehension?

     The study is based on a qualitative method with three interviews and three observations. The theories and central concepts that I used is poor comprehenders, reading comprehension, reading comprehension strategies and pedagogical methods. The result shows that the teachers have difficulities of explaining the concept poor comprehenders When comparing which reading comprehension method they use in the teaching, the result shows that they have used similar methods but in different ways. The result also shows that all the teachers in this study believes that it´s hard to find out if a pupil have problems with reading comprehension.

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  • 341.
    Gäfvert, Molly
    et al.
    Södertörn University, Teacher Education.
    Östensson, Sofia
    Södertörn University, Teacher Education.
    ”… för alla lär ju på olika vis”: En kvalitativ studie om pedagogers reflektioner och arbete med grundläggande matematik kombinerat med estetiska lärprocesser2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how teachers work with basic mathematics combined with aesthestic learning processes such as arts and music in grades F-1. The essay will compare teachers’ perceptions regarding aestethic learning processes when using art and music are used in the teaching of mathematics. We have used the following questions:

    • Do teachers use aesthetic learning processes in the forms of arts and music in the basic teaching of mathematics and if so, how and in what way?
    • What importance has aesthetic learning processes in the forms of arts and music in basic teaching of mathematics according to the teachers?
    • What advantages and disadvantages do the teachers find with combinding the basic mathematics with arts and music?

    The study is based on a qualitative method with five interviews and eight observations. Our theoretical approach in this study is grounded on the phenomenological perspective and John Deweys progressive pedagogy about children’s learning processes. The result shows that the teachers have a positive attitude towards aesthetic learning processes when combining the basic mathematics teaching with arts and music. When comparing the different mathematics teaching methods it shows similarities and differences in the way teachers use art and music in the teaching of basic mathematics. Another result is that all of the teachers in some extent use arts in the teaching of mathematics, however there are only two teachers that combines the teaching of mathematics with music.

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  • 342.
    Göransson, Oskar
    Södertörn University, Teacher Education.
    Kan barn försvinna på fritids?: En fallstudie av biträdande rektors, fritidspersonals och vårdnadshavares tankar kring och förväntningar på närvarokontroll och tillsyn2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this qualitative study at a recreation center in Sollentuna is to compare the ideas of the principal and the recreation center staff, concerning attendance control and supervision with the expectations of the legal guardians and examine how well these correspond to what is written in the governing documents. The empirics consists of interviews with the principal, recreation center staff and legal guardians. I have used the discourse analysis method to analyze the responses. The result shows that both the principal and the recreation center staff's thoughts on attend-ance control and supervision fit well with what the governing documents provide. The expectations of the legal guardians concerning attendance control and supervision are only partly fulfilled, as one of the legal guardians in the survey expected the staff to know where every pupil is at all time and directly be able to prevent a student from leaving the school area. Such expectations are however beyond what the governing documents imposes.

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    Göransson, O - Kan barn försvinna på fritids?
  • 343.
    Gül, Nurgül
    Södertörn University, Teacher Education.
    Barns tidiga skriftspråksutveckling: Förskollärarnas beskrivning av sitt arbete med barns tidiga skriftspråksutveckling på förskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With my study I wish to highlight the importance of encouraging and developing the children's written language in kindergarten. I have through a qualitative study investigated how preschool teachers perceive their role and mission, what skills they have to respond to children's needs for language stimulation and written language development. I have interviewed six preschool teachers in two different kindergartens. The purpose of the study is to see how the interviewees preschool teachers perceive their role in the work of the written language in kindergarten and how their perceptions can be interpreted on the basis of Michel Foucault's theory of power and control. Research shows that children before school starts to develop an interest in texts and symbols, and that the environment is very important for children to have sight of written texts and images already in preschool. The curriculum 98/2016 also highlights the importance of bringing children's interest into the linguistic world they have around them and to give an understanding of their communicative functions. The preschool teacher with his education, profession and clear responsibility of the curriculum has big role for children to develop in written language.

    The study shows that preschool teachers are aware of their important role but lack the necessary approach. The interviewed preschool teachers say that they do not use any methods consciously working to stimulate and challenge the child in his written language development. They meet a child´s interest in writing only when the child shows an interest. Half of the preschool teachers expressed that they do not make any links to the preschool curriculum.

    My study highlights the teachers' important role in children's written language stimulation and development in preschool for others interested in kindergarten and school.

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    Nurgüls uppsats
  • 344.
    Hafvström, Casper
    et al.
    Södertörn University, Teacher Education.
    Acevedo Gonzales, Rosa
    Södertörn University, Teacher Education.
    Könsstereotyp och könsöverskridande lek: En studie över barns fria lek, ur ett genusperspektiv2016Independent thesis Basic level (professional degree), 180 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how children play in free play from a gender perspective. We will examine how children do gender in the free play. Our questions in the study are: How is gender constituted in the selection of free play? How do children constitute gender identities in the free play? The study was conducted with a qualitative study where we used the observation collection method. We have analyzed the empirical material on the basis of gender theory, according Ingegerd Tallberg Broman. Based on our observations, we have seen that there are gender-stereotyped activities. In most games occur traditional male / female behavior. Boys were active and girls were more sedentary. We saw a few times how children negotiated traditional gender norms

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  • 345.
    Halef, Birsen
    Södertörn University, Teacher Education.
    Individanpassad läsundervisning ur tre lärares perspektiv2016Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In today's society it is necessary to have good literacy to even manage in life. When it comes to school, reading is important for success in all subjects and to acquire new knowledge. It is therefore of great importance that reading education works well in school and that student’s literacy development stimulates. The purpose of this study is to examine individualized reading education based on how three teachers in grade 2 describe their activity. The study also aims to examine the importance of formative assessment of students' reading skills before individualized reading education.

     

    Through qualitative studies consisting interviews and observations with the teachers have three research questions been answered. The questions of the study are; how do the teachers say that they individualize reading education? How do teachers relate to individualized education? Which formative assessments are made by teachers before individualizing reading education and how do they reflect on them?

     

    Based on, among other things, Vintereks individualization types and Sandler's theory of formative assessment, the results have shown that the teachers adapt their individual students' reading education based on their needs and circumstances. The result also shows that teachers are positive to individualize education for the students, but they believe it may be difficult when students have different needs appearing on different times as well as the time spent on the administration of the work instead of on the students. This means that circumstances in the classroom and the school's structural conditions put obstacles for teachers to individualize the education for the students completely. The teachers believe that it is important to do formative assessments of students to know where they are in their reading development and how to move forward to achieve their goals.

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  • 346.
    Hallberg, Anetthe
    et al.
    Södertörn University, Teacher Education.
    Jelleryd, Anna
    Södertörn University, Teacher Education.
    Nya perspektiv på samling: En vetenskaplig essä om samlingens funktion i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our essay is about the function of the assembly in today`s preschool and the educator's role in it, and assembly a forum for learning situations, with the often different and complex conditions that exist in our preschool today. The purpose of this essay is to understand, explain and adapt different methods that we have learned through reflection about the function of the assembly and the educational role of the preschool teacher. In this essay, it is presented regarding assembly as a phenomenon and how we have considered it from a historical, social constructivist and socio culturally perspective. You will find two different assembly situations that become two different examples of the complexity that can occur in today's preschool. Through these two different stories, you can also share the author's feelings of inadequacy. The intention had been to highlight new perspectives and explanations as to how it can be that the assembly still has such a significant role in the profession and why we educators identify ourselves based on how well we are to hold an assembly. Furthermore, we highlight various issues that deal with the role of the preschool teacher in relation to the assembly. The question we have asked ourselves are: How can we use the assembly as a platform for educational learning so that it becomes meaningful for all the children in the group? Which function has the assembly in today's preschool activities? In our writing we have used hermeneutic research as a method and through it we could create a dialog with theoretical reflection. We reflect on whether it is possible to create learning situations where all the children are included. We conclude that it is possible to to perform assembly where we can include all the children, when we work based on a situation-adapted approach, where we adapt the assembly to the children`s differences and needs. We look at how the interaction and communication form the basis of learning from a social constructivist perspective. We raise these questions in order to approach the issue of assembly and our educational role, our assignment based on the curriculum, in a new light and from new perspectives.

     

     

     

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  • 347.
    Hallman, Erika
    et al.
    Södertörn University, Teacher Education.
    Widell, Hanna
    Södertörn University, Teacher Education.
    ”Det handlar om att ha en fingertoppskänsla”: En kvalitativ studie om mottagandet av nyanlända barn i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna studie undersöker vad sex förskollärare i storstockholmsområdet anser betydelsefullt och utmanande i mottagandet av nyanlända barn på förskolan. Vidare undersöks också vilken kompetens­utveckling som förskollärarna blivit erbjudna i samband med mottagandet, vad den bidragit till och vad de önskar mer kunskap om. Studien tittar även på hur förskollärarna idag arbetar med mottagandet.

    Materialet samlas in via djupintervjuer och i dessa framkom att någon direkt kompetensutveckling kring ämnet mottagande av nyanlända inte getts till våra intervjuade förskollärare. Däremot är andra kompetensutvecklingar med framförallt fokus på språk­utveckling och språkinlärning givande i deras arbeten. Mer kunskap om andraspråksinlärning samt hur olika traumabeteenden kan yttra sig hos barnen är områden som förskollärarna önskar mer kunskap om. Studien visar att arbetet med mottagande är komplext och innehåller utmaningar. Med ett interkulturellt förhållningssätt menar forskning att mottagande gynnas. Samtliga intervjuade förskollärare beskriver begrepp och kunskap som inte går att sätta ord på, vilket vi i studien väljer att benämna som tyst kunskap.

    Materialet analyseras med hjälp av KASAM vilket är en modell inom det salutogena perspektivet som studerar hur människors mående kan förändras med hjälp av olika tillväga­gångssätt. Materialet analyseras även med hjälp av ett socialkonstruktionistiskt- samt ett interkulturellt perspektiv.

     

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  • 348.
    Hallsäter, Julia
    Södertörn University, Teacher Education.
    Bildning är ett måste för att man ska kunna leva ett sunt och rikt människoliv: En undersökning av Anna Sandströms pedagogiska synpunkter och ideer om syftet med flickors utbildning2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Anna Sandström (1854- 1931) var lärare, grundare av en flickskola och en ansedd debattör i pedagogiska frågor i Stockholm på 1880-talet. I den här uppsatsen granskas två av hennes skrifter ”Gifva våra flickskolor berättigad anledning till missnöje” (1880) och Realism i undervisning eller Språkkunskap och bildning (1882).

     Syftet är att analysera hennes kritik av undervisningen i flickskolorna och hennes förbättringsförslag. Förslagen visar Sandströms bildningsideal och hennes mål för flickornas utbildning. För att få elevsynpunkter på den utbildning som formats av Anna Sandström har jag analyserat fyra uppsatser skrivna av avgångselever 1908 under rubriken ”Tankar vid slutet av min skoltid” och ytterligare fyra uppsatser från 1918 med titeln ”Inför slutet av min skoltid”.

    Metoden som använts är kvalitativ textanalys i två dimensioner som den beskrivits av Pär Widén i Handbok i kvalitativ textanalys. Den första dimensionen tar upp författarens intentioner med texten och den andra tar upp textens form och innehåll.

    Den teoretiska utgångspunkten är Ingela Schånbergs beskrivning av tidens kvinnoideal i Det dubbla budskapet: Kvinnors bildning och utbildning i Sverige under 1800- och 1900-talen. Hon beskriver två idealbilder för kvinnor: den religiöst - romantiska och den religiöst - nationella.

    Resultatet av analysen av Sandströms skolkritiska texter visar att hon ser möjligheter för flickskolor att var föregångare i skolutvecklingen. Pojkarnas utbildning på läroverken är hårdare reglerad och konservativ. Nackdelar i flickskolan som överdimensionerad grammatikundervisning var ett arv från läroverken, där grammatik ansågs vara träning i logik.

     Två grundpelare i Sandströms pedagogik är det hon kallar det reala och det ideala. Det reala är fakta och det ideala en moralisk fostran. Sandström har ett humanistiskt bildningsideal, som formuleras i allmänna termer.

    Hennes metodkritik är praktisk och konkret. Hon föreslår minskad grammatikundervisning, nya huvudämnen i flickskolan i stället för franskan, geografi och historia föreslås som huvudämnen. Metodprincipen ska vara att utgå ifrån det kända och därefter forma en regel och att ge djup i stället för att behandla många ämnen översiktligt.

    I elevuppsatserna tar eleverna upp önskan om att göra sin plikt och att göra nytta i samhället. Inställningen stämmer väl in på Schånbergs beskrivning av den religiöst- nationella bilden av kvinnans roll i samhället. Varken Sandström eller eleverna ger några konkreta svar på vad utbildningen ska användas till. Det Anna Sandström formulerar är att ge bildning och ideal.

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  • 349.
    Hallsäter, Julia
    Södertörn University, Teacher Education.
    Är gymnasiet och högskolan två parallella världar?: En undersökning om gymnasielärares och högskolelärares förväntningar på kunskaper och färdigheter hos elever och studenter2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mitt intresse för övergången från gymnasium till högre studier väcktes på en lokal skolkonferens där gymnasie- och universitetslärare diskuterade ämnet. En artikel i Lärarnas tidning, Skolverkets rapport från 2005 med titeln Väl förberedd? och rapporter om nyblivna studenters kunskaper i början av sina högre studier i såväl Sverige som andra länder visade att det här är en världsomspännande diskussion. Som teori till uppsatsen valde jag Carl D. Liggios The expectation gap in auditing. Teorin beskriver gapet mellan vad den som levererar en bestämd produkt anser sig ha fått beställning på och vad mottagaren förväntar sig att produkten ska vara. Mitt syfte med den här uppsatsen är att undersöka om det finns ett eventuellt förväntningsgap mellan hur högskolelärare och gymnasielärare ser på sina studenters/ elevers kunskaper och färdigheter. Jag har använt en enkät med samma frågor till båda lärargrupperna för att kunna jämföra hur de ställer sig till allmänna kunskaper och färdigheter och hur studenterna/ eleverna klarar att använda dem i ämnesspecifika sammanhang när de studerar samhällsekonomi respektive samhällsvetenskap.

    Urvalgruppen för min undersökning var lektorer, professorer, filosofie doktorer och doktorander inom ämnena företagsekonomi, nationalekonomi, sociologi och statsvetenskap på Södertörns högskola. Enkäterna skickades ut till 55 personer som resulterade i 17 svar. Gymnasieskolorna valdes ut enligt närhetsprincipen. De ligger alla inom Södertörns högskolas upptagningsområde: Huddinge gymnasium, Östra gymnasiet, Sjödalsgymnasiet, Tumba gymnasium och Tullinge gymnasium. Enkäterna skickades till lärare som undervisade i ämnena samhällsvetenskap, ekonomi, sociologi och entreprenörskap. Enkäterna skickades ut till 45 personer och totalt fick jag 10 svar. Undersökningsmetoden var kvantitativ. Jag utformade en enkät utifrån Gymnasieskolans läroplan. Jag valde frågor både utifrån läroplanens övergripande mål och examensmål inom samhällsvetenskap och ekonomiprogrammet på gymnasiet i utformningen av enkäten. Resultatet är starkt påverkat av bortfallet främst den låga svarsfrekvensen av gymnasielärare.

    Högskolelärarnas svar tyder på att det finns ett förväntningsgap. Man skattar genomgående studenternas kunskaper och färdigheter lågt och allra tydligast gällande vetenskapligt förhållningssätt och centrala begrepp, teorier och modeller och att presentera sina resultat på ett vetenskapligt sätt. Svaret på min forskningsfråga måste bli att högskolelärarna inte anser att studenterna är väl förberedda. Svaren indikerar inte stor kris men att det finns stora brister.Gymnasielärarnas bedömningar är något mer positiva. Svaret på min fråga om gymnasielärarnas uppfattning om elevernas kunskaper och förmågor på de punkter som jag har bedömt har relevans för högskolestudier blir att gymnasielärarna är mer nöjda än högskolelärarna. De ser också brister men bedömer dem inte som lika stora som högskolelärarna gör. För att använda terminlogin från min teorikan man säga att gymnasielärarna i något högre utsträckning anser att de levererar det som är målet för deras undervisning på de studieförberedande programmen än vad högskolelärarna anser.

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  • 350.
    Halvarsson Hård, Katarina
    Södertörn University, Teacher Education.
    Professionalismen i förskolan: Den praktiska kunskapens möjligheter i spåren av New Public management2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to investigate the possibilities for professionalism in today’s preschool when measurable documentation and rules demands more and mroe time and effort. Through two self-experienced stories, the essay shows the tension between the spheres of interest that meet in todays preschool. The stories manifests how the measurements of quality and the fulfilment of goals are opposed to the educator’s faith in the form of practical knowledge, which doesn't show in these measurements. The essay examines how the Swedish preschool has been formed throughout history and the possibilities, which the contemporary conditions provide when it comes to professionalism in preschool practice. In the analysis literature, which provides a historical perspective on the development and political directives during the last 20 years is used to analyse the stories. Furthermore the professionalization and nationalization of preschool and its effects on the practical knowledge in preschools gets scrutinized through research political, pedagogical and philosophical points of view. The result of the investigation shows a lack of trust in the professional capability of preschool teachers to use their autonomy for the the benefit of citizens, in this case the children in preschool.

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