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  • 51.
    Ericsson, Lina
    Södertörns högskola, Lärarutbildningen.
    En studie av barns lekval på förskolegården som kultursociologisk arena: Med utgångspunkt i Bordieus teorier om Habitus, Kapital och Fält2018Independent thesis Basic level (university diploma), 210 hpOppgave
    Abstract [en]

    This study focuses what children choose to play with in the preschool yard without active involvement on the part of the preschool teacher. With Bourdieus' concepts of habitus, capital, and fields as theoretical frameworks, the following questions are examined: 1) How does the habitus reflect in a child's choice of play? 2) How can a child's choice of what to play be understood from the perspective of their preschool's culture?

    The empirical data consists of observations of the child at play, the pedagogical material they use, the place in which they choose to play, the placement of the teachers, and the range of the pedagogical material made available to the child in the preschool yard.

    This study argues that the choices a child makes, in terms of what to play, is influenced by the culture of the preschool. This is strengthened based on the survey of comparing two different preschools with two different cultures. By discovering patterns in a child's choice of what to play and comparing the results with each other, it becomes possible to analyze how the differences and similarities between playtime at two different preschools can be linked to habitus, capital and fields.

    This study shows that there are differences about what the children chose to play, how many they play together and how much they talk and move around.

    Fulltekst (pdf)
    En studie av barns lekval på förskolegården som kultursociologisk arena: Med utgångspunkt i Bordieus teorier om Habitus, Kapital och Fält
  • 52.
    Ericsson, Oscar
    Södertörns högskola, Lärarutbildningen.
    Känslan av att ha en bra fritidspedagogisk arbetssituation: En kvalitativ studie om vilka faktorer som bidrar till en upplevd bra arbetssituation i fritidshem idag2019Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Employee surveys in Stockholm indicate that educators at the schools are not satisfied with their work situation. In society, voices are being raised against cuts in the school as well as in the leisure centers. Research over the last decade indicates that there is an imbalance in the status relationship between school and leisure centers, and many newly trained teachers at leisure centers feel doubtful about a professional role with excessive demands. With interviews of school leaders and educators at leisure centers, I have found in this qualitative study that the sense of context (KASAM) in the professional role is influenced by how meaningful the educators perceive their role. A meaningfulness that is based on what resources school leaders can provide to understand and manage the demands that leisure educators face every day.

    Fulltekst (pdf)
    Känslan av att ha en bra fritidspedagogisk arbetssituation.pdf
  • 53.
    Eriksson, Anneli
    Södertörns högskola, Lärarutbildningen.
    Elevers tillämpning av källkritik på Internet2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper, called Pupils' practice of source criticism on the Internet, is investigating pupils’ use of source criticism. The main research question was: how much knowledge pupils from an upper secondary class have about the use of source criticism, regarding examining data from the Internet intended for assignments. Furthermore, developing a suitable method to investigate this was included. The main research question led to further sub questions that aimed to answer to what extent pupils consider source critique criteria as sender, aim, up-to-dateness, credibility and dependence.

    The study has been conducted by using mixed methods, both qualitative and quantitative methods. The qualitative research consisted of analysing the Internet sources pupils had stated they used in their assignments. The paper’s theoretic starting points, regarding source critique criteria, lay ground for the analysis model applied. The quantitative method was conducted through the help of questionnaires amongst pupils, which gave insight to how pupils think about the choice of Internet sources they intended to use in their assignments.

    The conclusion is that pupils have knowledge about source criticism to a certain extent, as some source critique criteria get large attention and other important criteria is not enough considered. The method for investigating this has worked well, but since this is a first attempt there are room for some modifications.

    Fulltekst (pdf)
    FULLTEXT01
  • 54.
    Eriksson, Liselotte
    Södertörns högskola, Lärarutbildningen.
    Individuell utvecklingsplan - produkt eller process?: En kvalitativ intervjustudie av hur fem lärare för de yngre åldrarna använder IUP2009Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    The intention of this study is to interview teachers in order to create a picture of how they look at their work with IUP (Plan of individual development). The main question formulated in my study is in what way IUP can become a contribution to the learner´s development. All teachers who participated in the interviews believe that the purpose of the document is to be proactive, developing and positive for the pupils. The teachers also believe that it is intended to serve as a clarification for pupils as well as teachers. It´s clear to see that the IUP generally is believed to be a supportive resource in education. The results of the interviews, however, show that the document does not in any significant way function as a support to the pupils and their learning during the term.  Most of the attention is put into the meeting between teacher, parents and pupil (“utvecklingssamtal”) held once per term, in which the individual plan also is set up.

    A variety of reasons contribute to the fact that the majority of the responding teachers do not enable the pupils themselves to use the document on a regular basis in everyday work. Only one of the participating teachers stated that she actively encouraged pupils to use their IUP on a continual basis during their school day.

    In the other cases the IUP was filed and often kept locked up while the pupil and the parents kept a copy at home. However, the pupils are involved in the establishing of the IUP and are given a good opportunity to take part in formulating its goals, based on their capacities. The pupil´s own wording is important to make him or her feel that the IUP is fit for them.

    There were different statements about how much and how often the teachers participate in discussing the work of IUP with colleagues. One conclusion is that there was, in most of the cases, a will to create a common interpretation in order to get more out of the document.

    Fulltekst (pdf)
    FULLTEXT01
  • 55.
    Erling, Daniéla
    Södertörns högskola, Lärarutbildningen.
    Pedagogers förhållningssätt till begreppet blyghet och blyga barn2019Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Pedagogue’s approach to the definition of shyness and shy children

    The aim of the study is to investigate the pedagogue’s approach and the definition of shyness and shy children, how their approach could affect the children’s learning and development. The study analyzes how the pedagogue’s meets the children and how they are applied to improve the children’s learning and development.

    The theoretical perspective of the study is based on Daniel Stern’s Developmental psychology. The methods used in the study was observing children in group and qualitative methods with interviews of the pedagogues.

    The result indicates that the pedagogues has some awareness about the definition of shyness and the shy children. It has to be a bigger awareness about what signals you tend to give the children even though you do not have that in mind. 

    The pedagogue’s had good working strategies and approached the work the same way. They also insisted about working with children in smaller groups and worked on trying to prevent children from having low self-esteem.

    Fulltekst (pdf)
    fulltext
  • 56.
    Ersholt, Maria
    Södertörns högskola, Lärarutbildningen.
    Fritidspedagogers syn på samarbetet med skolan: En fallstudie kring tre fritidspedagogers syn på samarbetet med klasslärarna2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This is a case study where the purpose is to examine three youth workers view of the cooperation with the classroom teachers.

    This study was conducted through qualitative interviews, which are usually used when one wants to interpret or explain something. Unlike quantitative interviews, which are used when one is trying to measure something. I have used semi-structured interviews when I tried to answer my questions. My results showed that the three different informants collaborated with the school and classroom teachers in different ways, one of them had no scheduled time to plan with classroom teachers, while the other two had. Two of the informants worked in class during the mornings basically every day, the third one were in class for a few lessons. All informants claim that collaboration with classroom teachers function well, yet they all indicate that they do not actually think that collaboration works well. All informants pointed out that cooperation takes place on school conditions.

    Fulltekst (pdf)
    fulltext
  • 57.
    Esber, Magie
    Södertörns högskola, Lärarutbildningen.
    Fritidspedagogens syn på samverkan med lärarna2011Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    I have in my thesis examined what a leisure pedagogue does in school. I have asked the questions how it is with interaction between leisure pedagogues and teachers according to policy documents and according to the interviews I did with three professionals. In the literature part I began by describing the historical background to the after-school and leisure pedagogue profession until the new teacher education in 2011th.  My theory section, in previous research and theory, focuses on interaction between leisure pedagogue and teacher. In the research part I describe the interviews I did with three leisure pedagogue on three separate occasions. The results show that there are variations in the profession and that the interaction takes place if the teacher and the principal want. Also that reality is not as it is written in all policy documents. In my conclusion and discussion I talk about the leisure pedagogue’s competence, interaction and life skills for a discussion on how it looks according to the leisure pedagogues I interviewed, but also based on previous literature that I have also mentioned. I am here writing about the answer to my questions that I partly have been able to answer based on my investigation.

    Fulltekst (pdf)
    fulltext
  • 58.
    Evensen, Per-David
    Södertörns högskola, Lärarutbildningen.
    Barns tankar om konflikter på fritidshemmet med fokus på genus och normer2017Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    This paper examines, through 13 interviews with children in grades 1 to 3, children’s views on conflicts and friendship. This work has been conducted to capture the view of the child with the specific aim to also discover underlying norms and gender values. The curriculum of the Swedish primary school prescribes an approach that is equal to every child and educationalists generally wish to treat children equally. Despite this, the reality described by current research do not see this equality materialize.

     

    In the material of the study a clear difference can be found in how boys and girls respond. Girls can to a significantly greater extent reason and express themselves around the subject of conflicts than boys. In addition girls tend to have a greater capacity to resolve conflicts themselves than boys, who generally are more dependent on assistance from a teacher in conflict resolution. This pattern is consistent with the differences in expectations between boys and girls that research often see adults expressing. Furthermore these children express a view of the educationalist as a problem solver who is expected to provide a ready answer.

     

    Overall the children seek friends who are kind and who are there in times of need. The children define friendship as positive and approach based while the impression is that the adult world rather rely on rules.

     

    Keywords: child perspective, conflict, gender, norms, friendship

    Fulltekst (pdf)
    fulltext
  • 59.
    Forninge, Lill
    Södertörns högskola, Lärarutbildningen.
    "Hur många barn kan delta för att det ska kännas kvalitativt": är integreringen av ipad på läsvilan ett verktyg för läsutvecklingen hos 4-5 åringar?2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to investigate if the integration of ipad as a tool can promote children´s reading development with focus on whether the ipad as a tool for reading aloud to 4-5 yers old can serve the cause. Iused a case study with semi structured interviews and observations.But in order to avoid a staged situation during observation i chose to look at reading aloud at naptome as it is a situation that happen daily.

    The result of this study points out that the ipad can be a tool for reading development when reading aloud as interaction between children-children and educator-children occurs. All education in the study seemed to have the purpose of using the ipads at naptime but nobody seemed to have really reflected on their purpose since the old tradition of resting at naptime was lingering. They are heading into a world of change.

    Fulltekst (pdf)
    fulltext
  • 60.
    Forslin Aronsson, Åsa
    Södertörns högskola, Lärarutbildningen.
    Alternativa metoder: Att lära sig naturvetenskapliga ämnen på icke-traditionella sätt2010Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    I dagens samhälle är det nästan nödvändigt med kunskaper inom naturvetenskap, matematik och teknik för att kunna hänga med i samhällslivet. Det krävs kunskaper för att kunna delta i samhällsbeslut som handlar om forskning, hälsa, miljö, teknik och miljö och många yrken kräver att man har djupa kunskaper om naturvetenskap.  Samtidigt kommer allt fler rapporter om att intresset för dessa ämnen minskar hos barn och ungdomar. Det blir ett glapp mellan vad samhället kräver och vad skolan utbildar för.

    Syftet med den här undersökningen är att undersöka olika alternativa metoder som lärare kan använda vid undervisning av naturvetenskapliga ämnen för att skapa ett ökat intresse för dessa ämnen. 

    Undersökningen utfördes genom kvalitativa djupintervjuer med två erfarna pedagoger som undervisat inom dessa ämnen på grundskola och gymnasium. Resultatet visar att de två lärarna blandar många olika modeller att de anpassar dem efter vilken klass eller grupp de jobbar med. Viktigt för dem är att själva känna nyfikenhet och inspiration för det de gör för då kan de förmedla det engagemanget till sina elever . De har av erfarenhet märkt att en variation av metoder ökar chansen att alla elever ska lära sig och få ett intresse för naturvetenskap.

    Fulltekst (pdf)
    FULLTEXT02
  • 61.
    Fredholm, Jenny
    Södertörns högskola, Lärarutbildningen.
    Elever med läs- och skrivsvårigheter/dyslexi: En kvalitativ studie i förskolan och i grundskolans tidigare år2011Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This work concerns children with reading- and writing difficulties/dyslexia. My purpose is to investigate the practical experience of teachers as well as their everyday work with these children.

    My questions are:

    • How do teachers work with children aged 4-9 who have reading- and writing difficulties/dyslexia?
    • Which various teaching aids exist for children who have reading- and writing difficulties/dyslexia?
    • Which subjects are affected by reading- and writing difficulties/dyslexia?

    To answer the above questions I have used the qualitative method. I have performed interviews and observations. Previous research has shown that reading- and writing difficulties/dyslexia is one of our most common disabilities. It is present in all classes. There is also a discussion if reading- and writing difficulties and dyslexia are the same thing or not. Early support is important for children with reading- and writing difficulties/dyslexia. My conclusion is that the educating system does many things to help children with reading- and writing difficulties/dyslexia by the use of supporting methods, teaching aids, special educators, attitude, motivation and cooperation with parents. Examples of teaching aids are computer software and speech synthesis. Finally I have seen that reading- and writing difficulties/dyslexia actually do affect all subjects.

    Fulltekst (pdf)
    fulltext
  • 62.
    Fredmark, Magdalena
    Södertörns högskola, Lärarutbildningen.
    Läraren som ledare: en intervjustudie av sex lärares syn på sin ledarroll i klassrummet2008Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    In my essay I have examined how teachers look upon their role as leader in the classroom. I have interviewed six teachers, senior level ones and teachers from the upper secondary school, about how they look upon tasks that involve planning, control, motivation, groups, and individuals. Based on their answers, I have analyzed if there is anything that can be related to a common leader competence within their profession and, in that case, how it will appear.

    The result that I have found has been that it exists a common leadership style that teachers are more or less conscious of. The teachers decide on what level the classes or the pupils are and

    after that decision they plan their education. The leadership in the classroom can be of different kinds depending on the situation. The leadership is then a situational leadership which means that at one point the teacher tells the pupils exactly what to do. After they have

    learnt more the teacher tells the pupils what to do, but also why they must do it. Next step is that the teacher only tells the pupils why they must do it. The final step is when the pupils themselves know what to do and why they must do it.

    Fulltekst (pdf)
    FULLTEXT01
  • 63.
    Gabriella, Johansson
    Södertörns högskola, Lärarutbildningen.
    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 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med studien är att ta reda på hur olika fritidshemsverksamheter anpassar en del av den fysiska inomhusmiljön för att kunna erbjuda utrymmen för barnens livligare lek och fysisk rörelse. Jag besökte tre fritidshemsverksamheter som har varierande förutsättningar när det gäller tillgång till lokaler, lokalernas storlek och antal och elevgruppens storlek. Genom intervjuer bland fritidspedagogerna och observationer gällande lokalernas möblering, inredning och användning definierade jag fem typer av utrymmen. Dessa utrymmen presenteras samlade under varsin rubrik och analyseras utifrån arkitekturperspektivet. Resultatet av min studie visar att pedagogerna i alla tre fritidshemsverksamheter är medvetna om att barnen behöver få möjligheter att vara fysiskt aktiva och leka livligare lekar även inomhus. För att kunna erbjuda utrymmen för livliga lekar och fysisk rörelse inomhus, har de besökta fritidshemmen gjort olika lösningar och anpassningar utifrån skolbyggnadernas inbyggda möjligheter. Ett gemensamt tankesätt kring lokalernas användning och inredning är att olika aktiviteter ska ske i olika lokaler eller olika delar av ett större utrymme. Vissa avdelningar synliggjorde gränser genom att skapa rum i rummet för att ge plats för en varierad och mer flexibel verksamhet.

    Fulltekst (pdf)
    fulltext
  • 64.
    Gahrén, Jannike
    Södertörns högskola, Lärarutbildningen.
    Pedagogiskt arbete på Bror Hjorths Hus: invandrargrupper samt skolklasser.2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The house of one of the most prominent Swedish artists of the 20th century, Bror Hjorth (1894-1968), was turned into an artists-museum and opened to the public in 1978. It has since the start held pedagogical activities and during the years developed its own pedagogical approach.

    I have studied the museums pedagogical work from two perspectives; visiting groups of immigrants and visiting groups of schoolchildren, in search of answers to the questions; can art be used as a way to integrate immigrants into the swedish society, and can artmuseums be a resource for schools?

    This essay contains my observations, conclusions and theories as well as general facts about Bror Hjorths House.

    Fulltekst (pdf)
    FULLTEXT01
  • 65.
    Garcia Pettersson, Elena
    Södertörns högskola, Lärarutbildningen.
    Det är faktiskt bara snoppen: När okunskap och rädsla sätter stopp för barnens sexuella utveckling2019Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Jag har skrivit en essä som handlar om barns sexualitet, ett känsligt ämne som kan vara svårt att bemöta och samtala kring. Jag utgår från tre berättelser och dilemman som jag mött i mitt arbetsliv. Den första tar upp en situation där barn vill veta mer om sitt kön, den andra om en flicka som utforskar sin sexualitet och den sista handlar om två barn som utforskar varandra. Syftet med denna essä är att få en fördjupad kunskap i problematiken kring barns sexualitet samt hur jag kan förhålla mig till detta kontroversiella ämne i förskolan. Jag har utgått ifrån frågeställningarna: Vad innebär barns sexualitet? Hur ska jag som pedagog förhålla mig till ämnet? Vad kan konsekvenserna bli om vi inte lyfter ämnet redan på förskolan? samt Vad finns det för material för oss på förskolan att arbeta med?

    Jag redogör för olika teoretiska begrepp kring sexualitet för att särskilja mellan vuxnas och barns. Sedan åskådliggör jag den teoretiska bakgrunden för att analysera och reflektera utifrån ett främjande- och socialkonstruktivistiskt perspektiv kring vad leken har för betydelse och om sexuella lekar kan vara tecken på eventuella övergrepp följt av språkets inverkan och vad konsekvenserna kan bli om vi inte arbetar främjande. Jag analyserar och konkretiserar hur perspektiven kan användas i pedagogernas arbete på förskolan för att slutligen presentera material behjälpligt för mig själv men förhoppningsvis även för andra pedagoger och vuxna.

    Ju mer kunskap och verktyg vi i förskolan får inom ämnet desto lättare kan vi bemöta varje enskild individ och det finns ett behov av såväl litteratur som styrdokument från Skolverket och ledningen. Pedagoger och övriga vuxna har en viktig roll gällande barns sexualitet, men som sett ur ett vuxet perspektiv kan bli problematisk. Det är därför viktigt att bemöta barnen främjande och med ett utvecklat språk som lämnar utrymme för egna tolkningar, värderingar och tankar. Det är också viktigt att vi fortsätter med en neutral utgångspunkt för att normalisera detta tabubelagda ämne för att inte riskera att hämma, skuldbelägga eller rent av förstöra barnens sexuella utveckling.

    Fulltekst (pdf)
    Det är faktiskt bara snoppen
  • 66.
    Gerdin, Mari
    et al.
    Södertörns högskola, Samtidshistoriska institutet.
    Ohrlander, Kajsa
    Ropen skalla – daghem åt alla: Vittnesseminarium om daghemskampen på 70-talet2007Collection/Antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    Ropen skalla – daghem åt alla: Vittnesseminarium om daghemskampen på 70-talet
    Download (jpg)
    presentationsbild
  • 67.
    Gonzalez Cruz, Yarmila
    Södertörns högskola, Lärarutbildningen.
    Konstpedagogik: ett alternativt arbetssätt2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study concerns art education, and the importance of creativity in learning. The objective is to examine the use of art education in practice, and the school teacher’s position on this practice.

    The theoretical basis of the study is rooted in a socio-cultural perspective, and concerns the relationships between theoretical concepts as learning, knowledge and art education.

    The investigation is qualitative and the main research methods are participant observations and structured interviews.

    The group studied in this investigation consisted of five active educators, who work at different schools and make use of art-based methods in their daily work.

    My results show that teachers believe that art education can be used by schools as a gateway to the other subjects. Art is regarded as a form of understanding through which pupils explore their surroundings, challenge their ideas and build skills through interaction with others.

    Fulltekst (pdf)
    FULLTEXT01
  • 68.
    Gorgis, George
    Södertörns högskola, Lärarutbildningen.
    Historielärobokens användning: En studie om gymnasielärares användning av historieläroboken.2009Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The aim of this thesis is to examine how secondary teachers in the subject of history are using the textbook in their teaching. Four questions are being dealt with in this thesis. What importance is being placed on the use of history textbooks by the secondary teachers? What priorities do the secondary teachers have? How do they deal with student interests? And what is the importance of the secondary teachers’ work experience? 

    I have interviewed four secondary teachers with different work experience to complete this thesis. A Dictaphone has been used in all the interviews. 

    Research has shown that textbooks now have a central role in teaching and the lack of alternative materials and reduction of teaching hours has made it difficult to replace. 

    The main conclusions of the thesis are that the history textbook has a dual role depending on the teacher you ask, and that the history book is used differently by the teachers. The priorities vary depending on the students that are currently enrolled and their interests are. Teachers with less work experience have a rather negative attitude to the textbook and believe that it can be rigid, while teachers with more experience see it as a tool for engaging the weaker students. However, the history textbook is required, and even the teachers who are not using the history textbook can all confirm that: because even a teacher who is not using it has the history textbook for the students to have something to refer to if needed.

    Fulltekst (pdf)
    FULLTEXT01
  • 69.
    Granqvist, Frida
    et al.
    Södertörns högskola, Lärarutbildningen.
    Lahti, Rebecca
    Södertörns högskola, Lärarutbildningen.
    Demokratiarbete i förskolan: En kvalitativ undersökning om förskollärares tolkning och praktisk tillämpning av begreppet demokrati utifrån förskolans läroplan2019Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    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.

    Fulltekst (pdf)
    fulltext
  • 70.
    Gutestrand, Sammy
    et al.
    Södertörns högskola, Lärarutbildningen.
    Strandberg, Fredrik
    Södertörns högskola, Lärarutbildningen.
    Ungdom, utanförskap och bostadsområdet som reservat. En samtidsorienterad studie av stadsdelen Hovsjö i Södertälje stad2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    This study is an investigation of a sub community within the community of Hovsjö. The local government has financed a project in Hovsjö which is intended to bring about positive development. The prior object of this paper is to describe the project, it’s planning, it’s methods, it’s carrying through, and it’s goals. This study presents the district of Hovsjö in Södertälje. According to a government agency the district is classified as one of Sweden’s twelve most socioeconomicly exposed metropolitan sub-areas. Our goal is to tell about the prevailing condition there and to present the experiences of a group of residents. From a pedagogical and sociological point of view this commitment in Hovsjö can become a tool to break the alienation. Our study of the metropolitan sub-area and the Hovsjö investment project is empirical. However in our concluding discussion we suggest that the Hovsjö investment project will succeed in breaking alienation there.

    Fulltekst (pdf)
    FULLTEXT01
  • 71.
    Gärling Brolin, Louise
    Södertörns högskola, Lärarutbildningen.
    Samverkan för barnens bästa: Ett organisatoriskt och sociokulturellt perspektiv på övergången mellan förskola och förskolaklass2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Each municipality in Sweden have to offer all children a place in a pre-school class starting the autumn term of the year the child turns six until it starts compulsory school. Despite the fact that it is a non-compulsory education, 95 % of all six-year-olds attend pre-school class.

    The purpose of this study has been to explore how pre-school and compulsory schools organize the pre-school children’s transition to pre-school. It also aims at examining how teachers’ co-operate in order to fulfill the commission of the national curriculum and how they make a smooth transition to the new school for the children.

    Research questions: In what way do teachers in pre-school and compulsory school co-operate in in order to make the children’s transition easy? What part of the process and which operators are most important for the children in the transition? To what extent does the school organization fulfill the commission of the national curriculum regarding co-operation between pre-school and compulsory school?

    To answer these questions I have used a qualitative method where I have made seven interviews as well as a text analysis of annual reports from the studied schools. Organization theory, as well as social process theory has been used to analyze the data. The result shows that each part of the organization mostly provide for the other’s interests, instead of interacting towards the purpose of the national curriculum commission meaning to accomplish co-operation between pre-school and compulsory school. Especially pre-school teachers supports the children through the transition as well as the after school center that works as an important bridge in the process. In spite of good intentions, and pre-school teachers’ initiatives to develop better equivalent routines, the organization still has a lot left to do before every part is involved and the mission is accomplished. A good organization, and good leadership, is in the end very important for the sake of the children.

    Fulltekst (pdf)
    FULLTEXT01
  • 72.
    Haseeb, Nawal
    Södertörns högskola, Lärarutbildningen.
    Ett fritidshems mottagande av flyktingbarn2016Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Under de senaste åren har en stor mängd nyanlända barn kommit till Sverige som flyktingar. En hel del har skrivits och debatterats kring hur det påverkar skolan. I denna uppsats har jag valt att undersöka hur fritidshemmen anpassar sin verksamhet för att hantera nyanlända elever samt hur de arbetar med trygghetsskapande och språkutveckling? Studien har gjorts genom intervjuer på två fritidsavdelningar på en skola i Stockholm som tagit emot nyanlända elever som inte talar svenska. Resultatet visar att fritidshemmet inte arbetat efter någon specifik modell. En modell som skulle kunna användas som grund i fritidshemmens arbete med nyanlända elever är STOP-modellen.

    Fulltekst (pdf)
    Ettfritidshemsmottagande
  • 73.
    Hernwall, Patrik
    Södertörns högskola, Institutionen för kommunikation, medier och it, Medieteknik.
    Barns och ungas medievärldar: exemplet identitetsskapande2010Inngår i: Barnet, platsen, tiden: teorier och forskning i barnbibliotekets omvärld / [ed] Kerstin Rydsjö, Frances Hultgren, Louise Limberg, Stockholm: Regionbibliotek Stockholm , 2010, s. 151-169Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 74. Hernwall, Patrik
    et al.
    Löfberg, Arvid
    Möte mellan visioner: lokala sammanhang & praktik i förändring : slutrapport Botkyrka projektet1999Rapport (Annet vitenskapelig)
  • 75.
    Hessing, Johan
    Södertörns högskola, Lärarutbildningen.
    Fritidshemmens verksamhet utifrån barnens och pedagogernas perspektiv2012Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    With some help of a few interviews, with children, and some staff members, in two different schools, I hope to answer the question: if the picture of the operation, that the children and the staff are having, has some similarities, and I will try to compare these pictures with what some legal documents such as Lgr 11 and Kvalitet I Fritidshem is saying about daycare opera-tions? To be able to run a successful daycare center, is never an easy thing. The key to success is to make parties, like the staff, children and their parents to feel happiness, when it comes to things around and about the daycare center. The result shows that both the children and the staff are expressing a frustration around the daycare operation, because they feel that there being wrongly answered, by a higher authority. The children are frustrated of how the staff is answering them about different things and the staff is frustrated about how the headmasters are answering them. The staff has some improvements to do, when it comes to their commu-nication between them, about their answering of the children. It is obvious that the pictures that the staff is having of the operation, doesn’t always match the pictures that the children have of the same reality.

    Fulltekst (pdf)
    Fritidshemmens verksamhet
  • 76.
    Hilding, Tindra
    Södertörns högskola, Lärarutbildningen.
    "Tjejer är bäst": En vetenskaplig essä om fritidshemslärarens yrkesetik2018Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Detta självständiga arbete är en vetenskaplig essä som genom en hermeneutisk och fenomenologisk utgångspunkt undersöker fritidshemslärarens förhållningssätt i ett dilemma av etisk karaktär. Jag undersöker hur man som lärare bör förhålla sig gällande elevers skapande när det som skapas förstärker negativa föreställningar om/och traditionella könsmönster. Detta beskrivs genomen gestaltning av en situation då jag som fritidshemslärare ställts inför ett val då jag upplevde en svårighet att utröna vad som var rätt att göra. Jag har valt att till en början använda mig Vygotskijstankar om barns kreativitet, för att sedan utforska feministisk postkonstruktivistisk teori enligt Eidevald och Lykkes tankar om intersektionell pedagogik, vilket lett mig till teorier om erkännande av Taylor. Essän landar slutligen i Henriksens och Vetlsens tolkning av dygdetiken och Repos tankar om praktisk kunskap.

    Fulltekst (pdf)
    fulltext
  • 77.
    Hjelm, Johanna
    Södertörns högskola, Lärarutbildningen.
    De talar av erfarenhet: uppfattningar om begreppen demokrati och diktatur hos vuxenelever med utländsk bakgrund2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    I have in this study examined, through qualitative interviews, how adults with foreign background that are pupils in adult education in Sweden, understand the concepts democracy and dictatorship. Their expressed understandings have been compared with their former life experiences as well as with the aim of the social studies to create a qualitative understanding of essential social concepts. My starting point is theories about the adult in leaning processes. It has been assumed that the adult interprets the world much through former life experiences. I have also relied on the idea that having a qualitative, more scientific, understanding of essential subjects is important for the adult as a member of society and participator in the on-going political debate. It should therefore be a central aim for educators in the social subjects within adult education to support a development of more qualified concept understandings among their pupils. In this study I have used the criterions of dr Roland Severin to define a qualified understanding of concepts. Such an understanding includes richness in meaning, structure, general description of cause and relation as well as the capacity to relate to different levels of abstraction. My conclusion is that the pupils in my study have very individual understandings of the concepts, especially the understandings of democracy. Their expressed understandings of dictatorship are in general less rich in meaning. I have found that their understandings are clearly influenced by former life experiences. In comparison to a qualitative understanding of concepts the pupils’ understandings both have strengths and weaknesses. The main strengths in their understandings lies in that they have structure and focus important meanings of the concepts. The pupils can also express their understandings in a concrete manner. The main weaknesses lay in that they lack sufficient meanings of the concepts to give them a exhaustive description. The pupils also tend to give more of concrete and less of general descriptions of the concepts. I have concluded that to support adult pupils in the development of more qualitative, and therefore more useful, social concepts educators should make use of the pupils’ collective experiences. By doing so more meanings of the essential concepts can be revealed and individual experiences can be connected to those of others to create generality in the pupils understandings.

    Fulltekst (pdf)
    FULLTEXT01
  • 78.
    Hjertström Lappalainen, Jonna
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Tänkande i högskolelärarens praktik2014Inngår i: Att lära en företagsekonom att tänka / [ed] Jonna Hjertström Lappalainen, Ann-Sofie Köping Olsson & Tommy Larsson Segerlind, Huddinge: Södertörns högskola , 2014, s. 11-27Kapittel i bok, del av antologi (Annet vitenskapelig)
    Fulltekst (pdf)
    Tänkande i högskolelärarens praktik
  • 79.
    Hjertström Lappalainen, Jonna
    et al.
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Köping Olsson, Ann-SofieSödertörns högskola, Institutionen för samhällsvetenskaper, Företagsekonomi.Larsson Segerlind, TommySödertörns högskola, Institutionen för samhällsvetenskaper, Företagsekonomi.
    Att lära en företagsekonom att tänka2014Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    Här beskriver åtta högskolelärare i företagsekonomi egenupplevda undervisningssituationer utifrån vilka de, med hjälp av pedagogiska och filosofiska teorier, undersöker och reflekterar över sin praktiska kunskap.

    Vad kan dessa lärares redogörelser och reflektioner säga oss om universitetslärarens arbetssituation? Hur gör de för att lösa de problematiska situationer som uppstår? Hur kommer det sig att de lyckas få studenter med vitt skilda förväntningar, varierande bakgrunder och förutsättningar och med olika grader av motivation, att lära sig nya sätt att tänka och att med tiden utvecklas till självständiga yrkesutövare?

    Fulltekst (pdf)
    Att lära en företagsekonom att tänka
    Download (jpg)
    presentationsbild
  • 80. Holmdahl, Johan
    et al.
    Pripp, Oscar
    Södertörns högskola, Avdelning 4, Etnologi.
    Slagstaträdet: ett motivationshöjande projekt?2001Rapport (Annet (populærvitenskap, debatt, mm))
  • 81.
    Hossain, Sumona
    Södertörns högskola, Lärarutbildningen.
    Kamratskapets påverkan på barns identitetsskapande i skolan2009Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this examination paper is to get an understanding as an upcoming teacher about how friends make an important impact on children’s identity development in school, their choice of friends circle and what kind of groups there can occur among them. With a deeper comprehension of these circumstances should an educationalist be more considerate and adapt his or hers education to prevent negative group formations and to be an outsider. To achieve my results I used a qualitative research method where I through observation handpicked eight students from upper level of compulsory school with different friend circles from two classes for further interviews. Beside this I observed students in their school environment for three days. My conclusion by this research is that, the society, the school and the home are three very important factors that make big impact on children’s identity development. Even friendship has an important role on their development. Children choose their friends though common interest which can lead to group formations where negative group formations can occur.

    Fulltekst (pdf)
    FULLTEXT01
  • 82.
    Häggström, Therese
    Södertörns högskola, Institutionen för kultur och lärande, Centrum för praktisk kunskap.
    Konsten att undervisa i förskolan: En vetenskaplig essä om undervisning i förskolans kontext2019Independent thesis Advanced level (degree of Master (One Year)), 15 poäng / 22,5 hpOppgave
    Abstract [en]

    This essay is about the teaching of preschool children. Teaching as a term is recently included in the preschool's curriculum and as it is a loaded concept in the preschool world, it affects the practice of preschool teachers. The purpose of this essay is to try to investigate what the concept of teaching means from the perspective of the preschool. My research questions are as follows:

    * What does teaching in preschool mean? * How is teaching done in practice at preschool? * What is good teaching and how is it created?

    To get answers to these questions, I have done participatory observations where I observed two experienced preschool teachers in their work with the children. This text is written in the form of an essay which is also seen as a research method. By starting from self-perceived situations that remain and gnaw at me, and reflect on these from different perspectives, I can develop my understanding and my practice when it comes to teaching in preschool.

    The essay discusses the introduction of the teaching concept into the world of preschool, which is considered problematic since the concept is often linked to the school's practice and to mediation education. Depending on how understanding of teaching as a concept is done, there are perceived differences affecting how the preschool teacher performs his or her teaching. The essay also discusses how different theories on homing processes and children's influence affect the teacher's teaching. It also appears that different teaching environments can be distinguished in preschool´s activities and these are created by the preschool teacher based on different theories of practice. The kind of teaching environment offered to children affects the cognitive content of the activity thus the quality of the teaching. Quality and measurability are also in the essay discussed in the context of preschool. One point of view that is highlighted is that the introduction of the concept of teaching and a more goal-oriented approach has to do with society's need for quality assurance. From a perspective of quality that is instead characterized by the ability to perform a good judgment, a more conscious understanding of teaching in the preschool becomes important. One of the conclusions is thus that the art of teaching in preschool has practical knowledge to do, which requires experience and ability to reflect in a thoughtful manner.

    Fulltekst (pdf)
    konsten att undervisa i förskolan
  • 83.
    Högström, Josefine
    Södertörns högskola, Lärarutbildningen.
    Jag skulle tydligen visst jobba här: En litteraturvetenskaplig fallstudie av motståndsstrategierna i Sara Beischers roman Jag ska egentligen inte jobba här. 2017Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Abstract

    The overall purpose of the survey is to explore what emancipatory potential the feminist literature analysis can reveal in a work. This is done by investigating which resistance strategies the main character Moa Bengtsson uses in Sara Beischers novel Jag ska egentligen inte jobba här (2012.

    In order to do this, the study is based on a feminist power analysis focusing on resistance. The study is a close reading of the novel Jag ska egentligen inte jobba här by Sara Beischer.

    The study results in the following conclusions:

    -          The resistance strategies used by the main character Moa are breaking rules, separating her identities and sisterhood.

    -          Feminist literature analysis is functional in order to operationalize an intercultural perspective in the sense that it is a critical power analysis whitch shows the structures that exist and find ways to change and / or resist them.

    -          The novel  opens to renegotiate ones funds to reach ones goal. The analysis assumes that the main character's goal is self-realization and independence, which she also achieves by breaking down restrictive rules and by giving herself scope for action.

    -          The didactic gains that can be made through a feminist analysis of resistance strategies are that it shows, in a natural and obvious way the possibilities of change offered in a text. Through power analysis, a student may be given the opportunity to reflect on the nature of their enviroment and their own possibilities of resistance. 

    Fulltekst (pdf)
    Jagskulletydligenvisstjobbahär_JosefineHögström
  • 84.
    Icmen, Marlin Deniz
    Södertörns högskola, Lärarutbildningen.
    Individualisering i undervisningen: Fyra lärares uppfattning om och arbete med individualisering2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to increase the knowledge of individualism also how individualism is applied in a teacher’s classroom. Based on the curriculum, teaching is tailored to each and every student’s expectations and needs.  My research has been qualitative and includes four interviews with practicing teachers in two multi-cultural schools in the city of Stockholm. I have investigated how these four teachers perceive individualism, also how they individualize when teaching to meet all students' expectations and needs according to them. In the analysis, the teachers’ methods have been applied to the theories and previous studies that were introduced in the theoretical chapter.  Research results show that the teachers perceive individualism as a way of targeting the individual students during their lessons. Through individualism it is also possible for the teacher to abide by the curriculum which says to tailor teaching to each student’s expectations and needs. Prominent individualism methods that have been demonstrated were when teachers tailor their teaching according to student’s different backgrounds, experience and interests, also by getting to know each student.  

    Fulltekst (pdf)
    FULLTEXT02
  • 85.
    Irestam, Robert
    et al.
    Södertörns högskola, Lärarutbildningen.
    Karlström, Viktor
    Södertörns högskola, Lärarutbildningen.
    Fri lek eller aktivitet?: En studie om elevers och pedagogers syn på fritidshemmets två fundament2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med vår studie är att, utifrån elevers och pedagogers perspektiv, jämföra synen på fritidshemmets två fundament; fri lek och pedagogstyrda aktiviteter. Bakgrunden till vår studie är ur vilken historia fritidshemspedagogiken vuxit fram med fokus på det fria barnet, men också dagens ökade fokus på undervisning med det nya läroplanstillägget. Vi använder oss av kvalitativa och kvantitativa metoder i form av intervjuer och enkäter. Studiens insamlade data har sedan analyserats ur ett sociokulturellt perspektiv, mer specifikt med hjälp av Lev S Vygotskijs lekteorier. Resultatet visar att elever och pedagoger är överens om att aktiviteter är mest populära och att det är utifrån dessa fritidsverksamheten definieras. Resultatet visar också att den fria leken är viktig, men att den dels är svår att definiera samt att den fungerar mer som ett komplement till de pedagogstyrda aktiviteterna. Den slutsats som presenteras i studien är att det som vi på förhand såg som varandras motsatser istället har en beroendeställning till varandra. Pedagogstyrda aktiviteter definierar fritidshemmets verksamhet och ger elever som pedagoger en tydlighet, struktur och trygghet. I den fria leken ges fantasi, kreativitet och lustfylldhet utrymme och symboliserar på så sätt fritidshemmets själ. Det handlar med andra ord inte om att bygga verksamheten på det ena eller det andra, utan att de kompletterar varandra på så sätt att eleverna har en valmöjlighet.

    Fulltekst (pdf)
    fulltext
  • 86.
    Ishak, Sara
    Södertörns högskola, Lärarutbildningen.
    ”Lägg ner matteboken och använd varandra som stöd”: En intervjustudie av fem klasslärares syn på det laborativa arbetssättet i matematikundervisningen2010Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to examine the importance of a working laboratory in mathematics education, how it influences students’ learning and the confidence the teacher has in the laboratory component. Focus has been placed upon the advantages and disadvantages that could follow in the working method.

    The method used in this essay is qualitative in order to answer all the questions that arise along the way, and in order to use this method in interviews. The interviews that has taken place has been with five class teachers that are currently teaching at a elementary school between the years of 1-5. The purpose of this study has been answered by using its literature and the qualitative method with the class teachers.

    The results of the research show that teachers express gratitude towards the method in use for mathematics studies. The study also proves that students get more interested in learning and continuous learning. This contributed to a more flexible way of learning. By working in a laboratory, the students get to work with concrete materials in order to clarify mathematical concepts. The only downside seems to be the fact that students appear to become attached to this method, refusing any other learning techniques. This, however, should not stand in the way of using the laboratory method with children.

    Fulltekst (pdf)
    FULLTEXT01
  • 87.
    Jacobsson, Frida
    et al.
    Södertörns högskola, Lärarutbildningen.
    Tubic, Selma
    Södertörns högskola, Lärarutbildningen.
    "Du gjorde fel, säg förlåt till din kamrat!!!": En diskursanalys om hur makt speglas vid konflikter och konflikthantering2018Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to see the factors that shape and create the desirable child in the teachers' speech regarding conflict and conflict management. We have chosen to use discourse analysis based on social constructionism and poststructuralistic language theory to see the discourses that had an active part in the teachers' approach. 

    We have chosen to use Foucault's power theory to investigate what power structures and power relationships are shown in the pedagogues' speech about conflicts. We have also chosen to use Eva Johansson's study (2013) on children's perspective to investigate whose perspective is expressed in conflict management situations. To collect the empirical data, we have chosen to use qualitative interviews that we analyzed from a discourse analysis perspective.

    What we have found in the study is that the desirable child is created in conflicts through interconnected discourses that reacts and interacts. These discourses are based on the educators' views on conflicts, rules and the environment, and form the corners of our model which can be seen in the discussion where we highlighted this.

    The pursuit of the desirable and democratic child as an ideal is conveyed by the curriculum and followed by the educators.

    The study's results show that the educators assume a traditional view of conflicts and their management, despite attempting to approach an alternative view.

    Fulltekst (pdf)
    fulltext
  • 88. Jahanmahan, Farhad
    "Dörren ska vara öppen för alla!": funktionshindrade kurdiska ungdomar och föräldrar om attityder, rättigheter och möjligheter i det svenska samhället2007Bok (Annet vitenskapelig)
  • 89.
    Jansson, Maria
    et al.
    Södertörns högskola, Lärarutbildningen.
    Fröberg, Pierre
    Södertörns högskola, Lärarutbildningen.
    Pedagogiska miljöer: En undersökning om hur miljön påverkar inlärningen2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    Many of the schools premises are neglected and the physical environment has not been prioritised. Instead the focus is set on scientific learning methods and pedagogic. The need for an environmental shift has not got an essential place in the governing documents for schools, although the focus on school premises should be suited to the purpose of the activity and for the pupils needs. Today the interest and the need of research within the physical environment is evermore increasing. The Swedish Work Environment Authority, present in their activityplan for 2006, that the schools premises and equipment is not adjusting to today’s activity and it is in bad condition that can lead to work-related injuries.

    The purpose of this essay is to bring to light a different pedagogic train of thought around the surrounding environments importance, for students learning and to compare these with our study of a selection of classrooms and what the teachers to these classrooms consider about the environments importance. We therefore aim to focus our research on the physical environment and how that can influence the learning process. Can one overcome certain boundaries and create new possibilities in a different environment of learning?

    The research declared a great number of theories that show the environment influenced students in many different ways. According to the educationalist in the study, it is important to have a miscellaneous environment so all students can learn in their ultimate way. The strict budget, schools are often left with, is preventing any positive improvements that could be made to create a more positive school environment, physically and mentally. There are many ways to get around this problem. Most important is to include everyone in the school so that they feel they are a part of that environment and that they have the power to change things.

    Fulltekst (pdf)
    FULLTEXT01
  • 90.
    Jansson, Marie
    Södertörns högskola, Lärarutbildningen.
    Brister och förtjänster i lärarutbildningen: en fallstudie av fyra verksamma lärares syn på sin utbildning2007Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med uppsatsen är att ta reda på hur några verksamma lärare upplever att lärarutbildningen rustat dem inför lärararbetet. Den metod jag använt i min undersökning är kvalitativa intervjuer som är av en ostrukturerad karaktär. Intervjuerna har således varit något av öppna samtal som utgått från ett antal huvudfrågor.

    Det resultat som framkommit visar att kritiken mot lärarutbildningen hos de intervjuade riktar sig mot hanteringen av den verksamhetsförlagda utbildningen, bristen på aktuell forskning samt förenandet av teori och praktik på olika sätt. Flera av de intervjuade påpekar även att kraven på lärarstudenterna måste höjas då det till synes är lätt att ta sig genom utbildningen utan att lägga ner tid på den. Det framkommer också i studien att samtliga intervjuade anser att det sociala mötet med eleverna är något som de sällan övat praktiskt på under utbildningen. De förtjänster som finns i utbildningen visade sig vara den didaktik som lästs i samband med ämnesstudier. Förmågan att se komplexiteten i yrket är också något som lyfts fram. Även färdighet i att tolka och konkretisera kursplaner är något de intervjuade berömmer lärarutbildningen för.

    Fulltekst (pdf)
    FULLTEXT01
  • 91.
    Jekell-Ehnberg, Anne
    Södertörns högskola, Lärarutbildningen.
    Segregation på vilka villkor: vad handlar segregation om?2005Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    FULLTEXT01
  • 92.
    Jesper, Davidsson
    Södertörns högskola, Lärarutbildningen.
    Strategier för ett meningsfullt kvalitetsarbete: En fallstudie av förskolors arbete med underlaget ”Kvalitetsindikator för förskolan” som en del i ett systematiskt kvalitetsarbete2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    An empirical case study about what preschool teachers perceive as meaningful methods regarding the "Quality indicator for the preschool", which is a tool to systematize teachersassessment and progression when working with quality improvement.

    Swedish law states that the preschool must accomplish a systematic quality improvement. According to my experience, preschool teachers and principals find this aim more or less difficult, more or less meaningful. This is a mandatory part of the curriculum and therefor the preschool needs to make efforts in securing quality. I want to highlight constructive strategies so that preschool teachers perceive working with quality improvement as meaningful.

    The study is based on qualitative methods and I have interviewedfour experienced preschool teachers. They have been asked about their experience of working with "Quality Indicator forPreschool", as part of working systematically with quality, their way of working and their thoughts on the possible improvements.

    The theoretical frameworks chosen for analysis are postmodernism, social constructivism and social semiotics. The concepts meaningful and meaningfullness as well as quality are definedin more detail as of how they are used within this context.

    The result shows that the preschool teachers find "Quality Indicator for Preschool" meaningful because it widens their perspective of their pedagogical work and what can be improved. On the other hand, there are differences in their working methods and approaches. In order for their work to be meaningful, an understanding of how to interpret teaching in relation to the preschool curriculum using documentation and discussion becomes vital. Results also show the importance of the principal implementing structures, participating in work and keeping constructive conversations with the preschool teachers

    Fulltekst (pdf)
    fulltext
  • 93.
    Johansson, David
    Södertörns högskola, Lärarutbildningen.
    Entreprenöriell matematik: På John Bauergymnasiet i Västerås2010Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Enterprise learning is a pedagogic concept that implies that the students, in correlation with development of theoretical, subject specific knowledge, also develops enterprise competences that will be useful in their everyday life and on the labour market. Enterprise learning has grown over the last ten years, as well in school practicing as within research. In the mathematics subject, a strong educational tradition has delayed the introduction of enterprise learning. At the examined school, enterprise mathematics has been introduced during the spring term of 2010. This examination focuses on which of the enterprise competences that are developed and how they are developed. It also investigates whether the desire to learn is increased as a result of the new pedagogic concept. The empiric material has been gathered through interviews with students and teachers, as well as through observation. The result shows unambiguously that the students, above all develops responsibility, but also other enterprise competences. Students that experience mathematics as either easy or difficult are the ones who seem to appreciate these changes mostly in their learning processes.

    Fulltekst (pdf)
    FULLTEXT01
  • 94.
    Johansson, Kim
    Södertörns högskola, Lärarutbildningen.
    Att arbeta med barn med annat modersmål i förskolan: En essä om samspel och språkutveckling2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Jag vill med den här essän synliggöra problematiken som kan uppstå med barn som har annat modersmål än svenska, i den svenska förskolan. Hur kan vi inom förskolan på bästa möjliga sätt ta emot dessa barn, hjälpa dem med andraspråksinlärningen samt samspela med andra barn? Jag undersöker hur och vad vi pedagoger kan använda oss av för verktyg, och vad som är viktigt att tänka på, när vi använder oss av dem. Språket har en stor betydelse för att bli inkluderad i barngruppen på förskolan, för att få nya kompisar och delta i leken. Leken är en central och stor roll i barns vardag på förskolan, då det under dagarna leks mycket där. Den gynnar många olika delar i barnets utveckling, men jag har fokuserat på vad den kan göra för språkutvecklingen. Dilemmat jag utgår ifrån när jag har forskat kring detta handlar om en pojke som kom till min förskola utan några som helst förkunskaper i svenska. Varken han eller hans familj kunde ett enda ord på svenska. Jag upplevde att vi pedagoger inte lyckades möta och hjälpa honom på ett bra sätt, för att ge honom de utvecklingsmöjligheterna, som vi är ålagda att ge.

     

    I min undersökning har jag använt mig av litteratur som berör dessa delar och utgått från några delfrågor: vilken är språkets betydelse för att barn ska kunna samspela? Vad har det för betydelse för att bli inkluderad? Vilken är lekens betydelse för inkludering i barngruppen? Hur leken kan gynna barnets språkutveckling?

     

    Jag har då upptäckt att lek och språk har en stark anknytning till varandra. Språket gynnar leken, och för att delta i leken krävs oftast språket. Vi pedagoger har en viktig roll i att hjälpa barnen utan majoritetsspråket in i gruppen och leken. Det är lätt att dessa barn hamnar utanför och inte vågar ta för sig, när de märker att ingen förstår vad de säger.

     

    Jag har utgått från ett sociokulturellt perspektiv, vilket innebär att jag ser att ett lärande sker hela tiden, där kulturen och miljön har en stor påverkan. Vi lär oss hela tiden, men frågan är bara vad vi lär oss?

    Fulltekst (pdf)
    fulltext
  • 95.
    Johansson, Marlene
    et al.
    Södertörns högskola, Lärarutbildningen.
    Lindroos, Malin
    Södertörns högskola, Lärarutbildningen.
    Ett inkluderande arbetssätt i förskolan: En kvalitativ studie om hur förskollärare ser på inkludering och ett inkluderande arbetssätt2016Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to find out how preschool teachers look at inclusion and the methodology of it. We also examined the findings, to establish if we are able to distinguish the essence from phenomenon. To do this we are using an interpretive phenomenology, to find the essence of inclusion phenomenon and inclusive ways to work. We interviewed six preschool teachers, at two different establishments. The questions raised, were intended to find out the views of participants, with regards the learning concept of inclusion methodology in preschool. We chose to use a qualitative interview technique, which meant that the questions used were particularly standardised. They were asked in a set order and of a basic structure. The survey was of open questions, which gave us the participants view of inclusion methodology. We also use the hermeneutics theory, within the circle of hermeneutics. This is because we wanted to use our experience within to confirm the findings of the study.

    Our conclusions from the study revealed that knowledge, experience and reflection are important attributes to possess to be able to work inclusively. It also emerged that inclusive practices are not always beneficial. It revealed on some occasions that the practice of exclusion is necessary.

     

    Fulltekst (pdf)
    Ett inkluderande arbetssätt i förskolan
  • 96.
    Johansson, Viktor
    Stockholm University.
    Perfectionist Philosophy as a (an Untaken) Way of Life2014Inngår i: The Journal of Aesthetic Education, ISSN 0021-8510, E-ISSN 1543-7809, Vol. 48, nr 3, s. 58-72Artikkel i tidsskrift (Fagfellevurdert)
  • 97.
    Johansson, Viktor
    Stockholm University.
    Questions from the Rough Ground: Teaching, Autobiography and the Cosmopolitan "I"2015Inngår i: Studies in Philosophy and Education, ISSN 0039-3746, E-ISSN 1573-191X, Vol. 34, nr 5, s. 441-458Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell's ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell's emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of "I" and "We", becomes a way to work on the tension between the particular and the universal claims of cosmopolitanism. I show that the autobiographical aspects of philosophy and the philosophical significance of autobiographical writing in ordinary language philosophy can be seen as a test of representativeness-a test of the ground upon which one stands when saying "I", "We" and "You.".

  • 98.
    Johansson, Viktor
    Örebro universitet.
    Unserious but Serious Pilgrimages: What Educational Philosophy Can Learn about Fiction and Reality from Children's Artful Play2017Inngår i: Educational Theory, ISSN 0013-2004, E-ISSN 1741-5446, Vol. 67, nr 3, s. 309-326Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    What happens if we think of children's play as a form of great art that we turn to and return to for inspiration, for education? If we can see play as art, then what and how can we learn from children's play or from playing with them? What can philosophy, or philosophers, learn from children's play? In this essay Viktor Johansson gives examples of what and when children can teach philosophers through play or, more specifically, how children's play can teach philosophers about the relation between fiction and reality. It begins by exploring the educational relation between fiction and reality in recent revivals of literary humanism. Johansson gives examples from a preschool project of how children use fiction picture books and create new fiction in their play, and how they do so in ways that relate to previous philosophical considerations of literary fiction. To explore this, the essay enters into conversation with the work of Iris Murdoch on the playfulness of art. Through, and in contrast to, Murdoch's work, Johansson establishes that play can be great art through its nonpurposefulness and its use of skill and imagination. Moreover, turning to children's play becomes a method for attending to what Ludwig Wittgenstein calls philosophy's natural history, that is, a historicization of philosophical thinking that enables philosophers to learn from children. Johansson concludes by showing that encounters between fiction and play, and with children playing, can be an educational embroilment, not only between teacher and child, but between teacher, child, the visual, the material, and the philosophical in which all learn from one another.

  • 99.
    Jonasson, Tina
    Södertörns högskola, Lärarutbildningen.
    Undervisning av dyslektiker: En kvalitativ studie av två svensklärares arbetssätt med elever som har diagnosen dyslexi2009Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to investigate teachers’ efforts to teach students with dyslexia in Swedish. The intention with this study is to get the right tools to work with these kinds of students in a more improved and giving way in the future. My questions of issue are:

    - How can teachers facilitate the learning process for students with dyslexia?

    - Are pupils with dyslexia included in the teachers’ education in the classroom?

    - How do the other pupils integrate with the dyslexia pupils in the classroom?

    - How does the teacher manage the situation to teach the whole class at the same time as he/she helps the pupils with dyslexia?

    - How do you practice when to assess and rate the students with dyslexia?

    The method used in this paper is a combination of participant observation and interviews with two teachers and their classes. To be able to construe my results in this paper, I will be using Peder Haugs theory including integration and segregate integration but also a theory based on including or excluding way of working.

    The main conclusion of this paper is that teachers can work in many different ways with dyslectic pupils. The teachers must try to find a way that is right for themself and their pupils, there is no right and wrong in this work. But what’s most important is to help the dyslectic cope with school.

    Fulltekst (pdf)
    FULLTEXT01
  • 100.
    Jonestrand, Mathias
    et al.
    Södertörns högskola, Lärarutbildningen.
    Grönwall, Jimmy
    Södertörns högskola, Lärarutbildningen.
    En pinne i tinningen eller hämmat lärande?: Hur skall fritidshemslärare förhålla sig till barns riskfyllda lekar?2018Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Detta är en vetenskaplig essä som undersöker relationen mellan risk och ansvarstagande när det kommer till barnens lek. Arbetet består av två dilemmatexter som vi författare själva upplevt och det är utifrån dessa berättelser som reflektionen utgår ifrån. Syftet med arbetet är att bredda vår förståelsehorisont när vi hamnar i liknande situationer. Vi kommer genom metoden vetenskaplig essä reflektera över våra självupplevda dilemman med hjälp av olika teorier och litteratur. Genom våra reflektioner kom vi fram till att det är våra värderingar som styr hur vi handlar när vi hamnar i en situation där vi behöver ta ställning gällande barnens risktagande kontra vårt ansvar att se till så att dem är trygga och säkra i skolan.

    Fulltekst (pdf)
    En pinne i tinningen eller hämmat lärande?
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