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  • 1.
    Abdu Mohamed, Ali
    Södertörn University, School of Culture and Education, Teacher Education.
    Förståelsen av interkulturell pedagogik: En studie om förståelsen före detta Södertörnstudenter har gällande den interkulturella pedagogiken och om de använder den i arbetslivet2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is through a teacher perspective gain insight to the knowledge former Sodertorn teacher students possess of intercultural pedagogy and if they use it at work. The studies main perspective is the intercultural perspective, which has been the study's lead perspective. This study also made use out of a sociocultural perspective as it fits with the intercultural perspective and puts its mark in the study.

    This study has used interviews for data collection. Five former Sodertorn teacher students were interviewed, the interview participants work as teachers. These five teachers’ experiences and statements were the focus of this study, the teachers had to demonstrate their intercultural skills and how they use these skills in their classroom. The study showed that four out of five interviewed teachers use intercultural education, these teachers always try to find students development zones and prior knowledge. Intercultural pedagogy approach for example focuses on the students' culture, knowledge, belongings and background. The four out of five interview participants that use intercultural pedagogy hope that their students get a deeper understanding of people that possess a different culture, religion and background. The four out of five teachers use intercultural strategies and these strategies are considered applicable when it comes to intercultural perspective.

  • 2.
    Adriasola Orellana, Ramiro
    Södertörn University, School of Culture and Education, Teacher Education.
    Att arbeta med faderns gestaltning i skolans litteraturundervisning: En komparativ studie över faderskapets förändring över tid2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, my focus has been to study the progress of the ”new” fathers ideals in youth literature used in schools today. The base for my comparative study on the ”new” fathers change over time, has been the article of Vivi Edtröms ”Det gäller pappa – fäder och döttrar i ungdomsboken” which she presents in Ungdomsboken from 1984. What Edtröm has done is pin-pointing some of the ”new” fathers attributes in youth literature of the 1970’s. In this study, I also incorporated some of the didactic aspects that teachers need to have in mind when choosing literature for students to read.

    My analysis show new problem areas in the description of the father in youth literature written in the last 20 years.  These  new father ideals where not present in Edtröms study conducted in the 1970’s. These new ideals that I have seen in my study, has an origin in honor cultures and is a relatively new phenomenon in Swedish youth literature. This by itself demands that teachers today need to have a good insight in present gender and reception research to be able to use youth literature in classroom situations and in the same time follow the directives that the curriculum statues. The teacher’s awareness of gender specific issues is central in order to deal with the questions that can be highlighted when letting students read literature that has such distinctive attributes of fathers from an other religion and culture, particular fathers from an Middle Eastern origin.

  • 3.
    Adriasola Orellana, Stefanía
    Södertörn University, School of Culture and Education, Teacher Education.
    Regnbågen har många färger, så låt oss se dem alla!: Om förskolepedagogers attityder, normer och värderingar kring regnbågsfamiljer2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out which attitudes, norms and values exists about lesbian, gay, bisexual, and transgender (LGBT) families in preschools. Based on five qualitative interviews with teachers that work at a LGBT-certified preschool and one that is active in their work with norm critical pedagogy. To be able to fulfil my purpose of this study I concentrated on why these teachers believed that it was of importance to counter society’s heteronormativity, to prevent discrimination and mistreatments towards children and their LGBT parents in preschool. I wanted to find out what the teachers thoughts were on the concept of what a family is and how the diversity of families is shown in the preschools material and pedagogy.

    When I analysed the results of my qualitative interviews I used queer theories that include heteronormativity and norm critical pedagogy. The interviews of the teachers showed that they thought it was of great importance to work with a norm critical pedagogy because they did not believe that society’s heteronormativity could or should rule in preschools. The assumption that the majority, to not say all of the children, come from nuclear families does not agree with the reality of many children in our society. To assume such thing can lead to discrimination and obscureness. The results of my study show that by reviewing your own norms and perceptions of normality, will allow you to work with a norm critical approach. It also gives you an awareness that will help you as an educator to make sure that more children and families feel that they are acknowledged and respected. The active choice of methods and materials in the preschool helps the teachers to ensure that the children can be seen and reflected on a daily basis. By questioning heteronormativity in preschool, teachers offer children more opportunities and presents different realities. It also helps them to develop measures to analyse the norms and not just assume that there is only one right way to live.

  • 4.
    Afrin Nahar, Teulip
    Södertörn University, School of Culture and Education, Teacher Education.
    Dialoger och samverkan: en kvalitativ studie av pedagoger och föräldrar i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this paper is to clarify the importance of communication between parents and educators, as well as collaboration. The survey involves cooperation between parents and teachers in preschool and in the survey; it is the educators’ role and approach that is made visible. The issues I answer with the help of the interviewed teachers in the paper are: 

    • In what ways considers the interviewed teachers that can create dialogues with parents about children's daily life and activities? 
    • How do you describe the interviewed teachers that they interact with parents in preschool and the various forms of collaboration describe the interviewed teachers that they use in preschool?
    • What difficulties consider the interviewed teachers may apply when creating dialogues and cooperation with parents in preschool 

    Using a qualitative research method, the questions have been answered in the paper.

  • 5.
    Aghlzad, Mojdeh
    Södertörn University, School of Culture and Education, Teacher Education.
    Matematikundervisning i Waldorfskola respektive kommunal skola: En kvalitativ undersökning av två olika grundskolor2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study has been to compare teachers' differing methods of teaching mathematics and their perspectives on the learning process in a municipal school to a Waldorf school. The study has examined which approach best promotes student engagement and learning in mathematics in the first three years of schooling. The study is based on four interviews. The informants’ accounts are interpreted using theories from previous research. The study shows that the municipal schools and Waldorf schools use different methods in mathematics teaching. In the public school, the focus is mostly on the students achieving curriculum goals and passing the national tests in the third year of primary school. "Silent counting" and  individualized education” are methods that teachers in the municipal school make use of in mathematics teaching. In the Waldorf school students make their own textbooks, and through longer periods of teaching the teachers are aiming for deeper understanding of mathematics and its relations to the world around. The study favors the approach to teaching used in the Waldorf school in primary schools. It is assumed that students in a Waldorf school masters and have a deeper understanding of mathematics, than students in the municipal school where they work with pre-written math books.

  • 6.
    Ajger, Victor
    Södertörn University, School of Culture and Education, Teacher Education.
    "Vem är jag? Vad gör jag här?”: En vetenskaplig essä om sökandet efter min yrkesroll i ett främmande fält2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Detta är en vetenskaplig essä där jag undersöker och reflekterar kring frågor som har med samverkan och yrkesroll för fritidspedagogen. Hur ser arbetet ut för fritidspedagogen i skolan? Jag har använt mig av Pierre Bourdieus begrepp kapital, fält och habitus för att problematisera och reflektera kring fritidspedagogens yrkesroll i skolans värld. Är det en risk att fritidspedagogen blir en slags assistent i klassrummet och att de fritidspedagogiska idéerna försvinner? Eller kan det vara positivt att vi som fritidspedagoger kommer in i klassrummet med vår speciella kompetens? Jag tar upp vikten av att fritidspedagogen får sin legitimitet i skolans fält. Det diskuteras även om vilka det är som egentligen tjänar på samverkan mellan skolan och fritidshemmet. Det finns fritidspedagogiska arbetssätt som kan användas inom skolans fält som ett komplement till skolan. Jag funderar och problematiserar krig samverkan med lärare och tar även upp vikten av ett interkulturellt arbetssätt mellan lärare och fritidspedagoger.

  • 7.
    Akan, Yasemin
    Södertörn University, School of Culture and Education, Teacher Education.
    Jag har kompetensen!: Hur ett antal klasslärare resonerar kring och upplever sitt arbete med elever med läs- och skrivsvårigheter/dyslexi i undervisningen2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this work is to examine how a number of class teachers reason about and find their work while teaching students who have reading and writing difficulties / dyslexia. The empirical study was intended to answer the question based on three questions.

    The work is based on a qualitative method as empirical material gathered in semi-structured interviews. Six classroom teachers, one male and five female teachers were interviewed. The interviewees were from six different schools in Stockholm Municipality and were between 27-61 years old.

    Most of the classroom teachers feel that there are approximately 4-5 students with reading and writing difficulties / dyslexia in each class. Half of the teachers feel that students with dyslexia may be different as they are quiet, unsecure and shy. While the other half experience these students as ordinary children. All those involved are of the opinion that they work, including in the classrooms by adjusting the lessons to each student's needs. Half of the classroom teachers perceive special pedagogy teachers well, while the other half experience it as problematic. Classroom teachers also think that they have the skills needed to respond to students with reading and writing difficulties / dyslexia and think that training courses are important to keep the knowledge alive. Several of the teachers emphasize that students with reading and writing difficulties / dyslexia get the help necessary while the other half think it can be better. The classroom teachers stress that in teaching, they use different methods which they cannot name.

  • 8.
    Ako, Nadidam
    Södertörn University, School of Culture and Education, Teacher Education.
    Föräldraengagemang, finns det olika sätt?: En studie om en grupp mödrars förhållningssätt till föräldraengagemang2013Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this qualitative study was to illustrate and analyze the approach and parental involvement of a group of mothers in their children's schooling. Also their reflections on parental involvement will be highlighted and what the parents experience as obstacles in their involvement.

    Method: I conducted six semi structured interviews for my research. I chose to interview six mothers who have a child in the sixth grade. I chose specifically the sixth grade because the mothers will have had quite a few contacts with the school at this point. I also chose not to reveal their ethnicity because they cannot represent a whole ethnic group anyway.

    Result: The result of my interviews show that the parents have different approaches when it comes to parental involvement. The approaches are different between the mothers but one thing they have in common is that they care about their children. 

    Conclusion: One of the conclusions of this study is that the parents who do not participate in meetings and activities at school, are either because of language barrier or lack of information concerning what the school expects of them. Furthermore the study shows that their lack of participation in school activities does not mean that they are not involved as parents. Instead they express their involvement in different ways, mainly in their homes. 

  • 9.
    Alami, Fina Saida
    Södertörn University, School of Culture and Education, Teacher Education.
    Ledarskapets inverkan på elevernas användning av IKT-verktyg på fritidsverksamhet2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay deals with the influence of leadership on student use of Smart phones as an ICT tool at after school care. I use a qualitative, hermeneutical method that departs from two stories. I also use qualitative interviews with both structured and unstructured questions. My reflections and interpretations are, through the interviews, complemented by my colleagues’ views of the use of Smart phones and how that is affected by how the activities are managed. I have faced a dilemma in my stories where I have to choose between following the school’s rules or help the students that need help with the use of Smart phones.

    Reflecting on the stories leads me to view my own leadership and style of leadership in a critical light and to view myself in a wider context within a problematic organization with a hierarchical leadership. This leads to other dilemmas that occur in a school organization, where helpful factors to a change can be seen in different perspectives with the open dialogue as an advantage.

  • 10.
    Alfaro, Walter
    Södertörn University, School of Culture and Education, Teacher Education.
    Att sudda bort skillnaden mellan arbete och nöje: Om ämnesinteggrerad undervisning i praktiken i grundskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Regarding school-teaching most people have had the traditional idea that the teacher is the owner of all knowledge and the student is the receiver of that knowledge. Tradition tells us that the way the student receives the knowledge has been by listening, repeating, reading and memorizing what the teacher has taught. Research about teaching from the last decades show that there are other strategies, ways, and qualitys for helping students in learning. One of those ways is by integration of different school subjects.

    According to research every human being creates her own knowledge based on personal experiences. Johan Krantz and Pelle Persson (2001) wrote that learning is a process with experiences, ideas and opinions. Krantz & Persson said that these experiences, ideas and opinions are necessary for getting new knowledge. The purpose of teaching by integration of different school subjects is to help students to make the learning more effective and easier. At the same time, teachers can get the help they need for making teaching more effective. I have met five teachers who work at three different schools in Stockholm. I have asked them about the possibility to apply integrated teaching of different school subjects and they spoke out what they thought about it. In answering my question one of them said that for her teaching with integration of different school subjects was "like erasing the difference between work and enjoyment". Even though most of the teachers I met thought that an integration of different school subjects in teaching is a good strategy, all of them still were teaching in a traditional way. These teachers thought that it can be hard to change old traditions that have existed through years in the school world.

  • 11.
    All, Sara
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Gustafsson, Frida
    Södertörn University, School of Culture and Education, Teacher Education.
    Hen! Är inte det en sådan där feministisk grej...?: En studie om hur förskolepersonal uppfattar ett användande av det könsneutrala pronomenet hen inom förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool employees perceive a usage of the gender-neutral pronoun hen within Swedish preschools. Our questions are: ”How do the preschool employees in this study perceive the possibility of using hen as a gender-neutral pronoun within the preschool environment?” and ”Do they think that there are any fields of usage of hen that can be applied in this environment?”

    This study was carried out with a qualitative method of investigation and 11 qualitative research interviews with preschool employees from five different preschools. The recorded empirical information was documented with a dictaphone whereupon the data was transcribed and analyzed.

    The study revealed how the informants perceived gender and sex in the preschool environment. We interpreted this perception as a reflection of the attitudes to the word hen among the informants. The results showed to what extent the preschool employees used pronouns like hon/han. We interpreted that the perspective among the informants when discussing gender and gender identity was biological and heteronormative. The informants claimed that they did not make any difference between girls and boys and they felt that they were working from an individual perspective. However, on the contrary, we proved the opposite.

    Our conclusion is that the informants found it difficult to see the range of application of the gender-neutral pronoun.

     

     

     

  • 12.
    Aloos, Inas
    Södertörn University, School of Culture and Education, Teacher Education.
    Jag är ny här - får jag vara med?: En studie av nyanlända elevers sociala integration i skolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study was to evaluate the social integration amongst newly arrived students in the two different school systems Sweden welcomes them into. The first school system takes in newly arrived students into preparation classes whilst the other integrates the students directly into ordinary classrooms. The examination is based on qualitative observations in the classroom, canteen, and playground, and interviews with teachers and a select few students from each school system.

    The result of the study showed that newly arrived students in ordinary classes are socially integrated more into the school than the newly arrived students that are welcomed into a preparation class. Newly arrived students are offered a larger chance of being integrated into the school environment if they are introduced directly into an ordinary class. In preparation classes, social integration is narrowed down to between the classmates. Instead, preparation classes were deemed academically better for newly arrived students.

    The conclusion drawn from my results and previous research is that the different school systems result in different outcomes. From a social perspective, being introduced directly into an ordinary class is more advantageous for newly arrived students.

  • 13.
    Amanali, Mina
    Södertörn University, School of Culture and Education, Teacher Education.
    Förortsslang: En kvalitativ studie om förortsslang i grundskolans tidigare år2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this study is mainly based on teachers and students attitudes towards multiethnic youth language in primary school. The study will answer two questions; what are teachers and students attitudes towards multiethnic youth language used among young people? And what significance does the multiethnic language have for its identity? This study will also research whether the slang shows signs of group membership.

    Method: In order to investigate this, five structured qualitative interviews were made with fifteen teachers and pupils from primary schools. The study is based on the participated teachers and students attitudes views of the multiethnic youth language. This study cannot give an overall view of the teachers and students answers of the languages that are spoken among young people.

    Result and conclusions: The result of this study showed that multiethnic youth language is used mostly among children and teenagers growing up in multilingual urban neighborhoods in south of Stockholm. The result also showed that the majority of the teachers had a negative attitude meanwhile the students showed a more positive attitude towards the multiethnic language. The result also showed that all of the participating pedagogues and students think this type of language among young people is often known as creating a kind of identity and group membership.

  • 14.
    Amir, Yasmeen
    Södertörn University, School of Culture and Education, Teacher Education.
    Lärande genom lärorika och lustfyllda metoder i dagens förskola.: En kvalitativ studie om pedagogers reflektioner kring deras dagliga arbete med barns lärande2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I want to investigate different preschool teachers' views of their daily work in terms of the diversity of children and learning, and the methods and strategies of preschool teachers use in their everyday lives, to meet every child's individual needs. I also want to investigate preschool teacher’s perceptions of children's social skills as this is included in the pre-school assignments relating to a favorable social environment for all children.

    To find this out, I have compiled three issues.

    • What are the views interviewed preschool teachers to learning and different lustful methods that make the educational activities meaningful for all children?
    • • What pedagogical strategies do preschool teachers to respond to the diversity of children?
    • • What opinions have interviewed preschool teachers about children's social interaction with other children in preschool?

    The conclusion is:

    all children are different and learn in different ways. Teachers have the responsibility to ensure every child's development and adapt the business to the children's level and needs in a way that could inspire children to learn new skills. It is teachers' responsibility to provide children with good opportunities to express their views and feelings. It is important to start from the children's conditions, needs and interests in order to lay the foundation for their learning. Therefore, educators assume the perspective of children to plan preschool.

  • 15.
    Andersson Lidström, Elin
    Södertörn University, School of Culture and Education, Teacher Education.
    Digital kommunikation och litteracitet i förskolan: Förutsättningar och praktik2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Information and communication technology (ICT) is an essential part of our everyday life, as the technology in different ways simplifies and streamlines our daily behavior at work and at home. By interacting with the technology we are able to communicate with other people, in a variety of ways through a variety of media. Preschools should in an enjoyable and varied way reflect the propagation of digital tools in society and the learning tablet has become increasingly common in early childhood education. This tool has many features and capabilities, for example, it may allow for occasions of linguistic interaction with various interlocutors, media and genres, which can develop children's communication skills.

    The purpose of this paper is to examine the conditions for and use of the learning tablet as a digital tool in the child's development of literacy, in preschool.

    The study is based on a smaller survey of preschool managers and interviews with three teachers who are actively working with the learning tablet in preschool. I believe that this method is the best way to fulfill the thesis purpose.

    The result shows that the conditions in the preschools are relatively similar. Preschool managers' experience of learning tablets and there approach to the use of learning tablets in preschool, is mostly positive. Every preschool which the informants are representing have access to learning tablets, in different extents. What distinguishes the preschools apart is how the practical implementation is carried out. The results also show that the effect is relatively similar. The interviewed teachers talk about a conscious use, a present educator and a meaningful learning context. The different situations, in which children use the learning tablet, have literacy as a common denominator. The teachers don’t use the concept of literacy, but they describe situations for language and communication, from a sociocultural perspective.

  • 16.
    Andersson, Monica
    Södertörn University, School of Culture and Education, Teacher Education.
    Läslust: En studie om pedagogers uppfattningar gällande att väcka läslust hos barn i förskoleklass2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Children's language development is highly connected to the success of every school. Especially when it comes to the children learning reading and writing skills, regardless of what method the schools use in order to achieve this. An early intervention can facilitate the learning of reading comprehension. Reading aloud and playing with the language learning is the greatest gift we can give our children and students. Children learn how to use a book by turning the pages and see how the words and texts are structured. Together you create a moment of closeness and discover how you can share your thoughts and experiences using pictures and words in the book.

    The purpose of this study is to gain insight and understanding into how teachers motivates and leads the children towards the discovering their own joy of reading. These also include those children that would rather play than sitting still listening to children's literature. The survey is a series of interviews with six class teachers from pre-schools in a suburb south of Stockholm.

    The result shows that teachers believe that reading aloud and having follow up book talks are an important part of capturing children’s interest for reading, especially children who do not have their own motivation to be involved in learning to enjoy books. Reading aloud using intonation and different voices stimulates children's curiosity, and in turn this results in children themselves getting involved in the narration.

  • 17.
    André, Isabell
    Södertörn University, School of Culture and Education, Teacher Education.
    Utemiljöns betydelse för barns lärande och utveckling: En kvalitativ studie om pedagogers och föräldrars syn på utomhuspedagogik på två olika förskolor2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background Children spend much of their time outdoor at preschool. Preschool's mission is to provide children with a rich environment that is enjoyable, and that arouses their interest to learn new skills. Since motor skills and health are positively affected by the outdoor environment should kids get a good turnout at their preschool playgrounds as possible.

    Theoretical perspectives My study is based on theories from a socio-cultural perspective. The socio-cultural context is part of the outdoor environment because we experience and perceive nature depends on the society we live in and how we interact together

    Purpose I want to see what kind of vision teachers and parents have on the outdoor environment when it comes to children's learning and development. I also want to find out how the teachers are using the outdoors environment and find out the parents' reason, when it comes to choice of preschool.

    Methodology The work is based on qualitative interviews with two teachers and two parents from each preschool. I also conducted observations to my work. To my study, have i chosen to see the importance of the outdoor environment on one preschool run by the community board and one “all weather” (Friluftsfrämjandet) preschool

    Conclusion My conclusion is that all the teachers think that outdoor education is important. The language is something they try to think of when they are outdoors with the kids. It also turns out that the parents from the preschool runt by the community board was dissatisfied with pedagogy and design while the parents of the “all weather” preschool had a more positive view of their. Majority of parents chose their children's preschool because of the geographical and depending how their lifestyle and background looks like.

  • 18.
    Arnqvist, Caroline
    Södertörn University, School of Culture and Education, Teacher Education.
    Hunden som resurs: En studie om hunden som ett pedagogiskt hjälpmedel2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study shows how two different schools use dogs as a method of education. The purpose was to find out what kind of pedagogical thoughts my informants have about children' slearning in their connection with dogs, and in which way the interaction between the children and the dogs could affect the learning ability. I also wanted to find out what kind of possibilities and restrictions the dogs could give to the education according to my informants but also to find out how the projects were financed. To be able to answer these questions I put together a qualitative study, I had four interviews with people that were involved in the projects in one way or the other. To analyse the empirical material I looked up different theories about teaching, communication, interaction and motivation.

    My results showed that both schools have applied the method of “teaching dogs” as a form of resource for students with special needs. One of the two schools only applies the method on one class consisting of six students and their teachers, who are remedial teachers. The other school cooperates with a company that educates therapy dogs. The dog handlers, who don't have a remedial teacher's education, come every week with one or two dogs. All students in the school who are in need of extra support can work with the dogs after an investigation made by the health department at the school.

    All my informants believe that the project has given positive results such as the notification that students are more motivated, communicate and interact better with each other and the teachers. The students are also happier and have a higher regularity of attendance in school than before. But the project requires a lot of money and also needs to be thought through thoroughly because of allergies and the risks of dogs causing any kind of physical damage. Another risk is that the dog causes the student to lose focus in their studies instead of helping them concentrate. But if the teacher is aware of these downsides it seems that the problemscan be solved.

  • 19.
    Askelius, Jimmy
    Södertörn University, School of Culture and Education, Teacher Education.
    Konflikthantering: med elever i mindre undervisningsgrupp med psykosociala problem2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to portray conflict managing associated with children in a small class and what problems they may face each day at school. What types of conflicts and what consequences do teachers practice? This study is based on these following questions:

    1. Is there any difference for solving/measure for students with psychosocial problems or ADHD in a conflict or does teachers still works with the same methods?
    2. What types of conflict solving does schools use?
    3. What is important to consider with students in a small class who has psychosocial problems and ADHD to prevent conflicts?

    Summary: To answer my questions in this study, I´ve used qualitative methods, interviews and observations. I have used my cellphone for recording the interviews so that all content from the informers are accurate. My theoretical points concerns on having strict rules both inside and outside the classroom. Teachers in school use first one method in conflict solving, a need based approach, which means that teachers first listens to the involved students and interacts thereafter. Every school in Sweden has a document called Plan for equal treatment, which guides teachers on how to deal with conflicts. They also use other rapports such as arrangement plan and incident rapport.

    The conclusion of my study is that children with psychosocial problems do feel better harmony with strict rules. They need guidance and goals so they know what to do and what is expected of them. If the rules bend, it is more likely that conflicts and other disorder in the classroom emerges.

  • 20.
    Asp Lindgren, Madelene
    Södertörn University, School of Culture and Education, Teacher Education.
    Jakten på de optimala lösningarna: En vetenskaplig essä om förskollärarens ansvar och yrkesetik2013Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Swedish childcare has undergone radical changes in the last 15 to 20 years. It has evolved from kindergarten to pre-school, in other words, gone from simple childcare to an active learning environment with the child as the center. Official documents, such as the pre-school curriculum and other guide documents, define the role and work ethics of the pre-school teacher. In my thesis I argue that it is essential to have an ongoing and continuous discussion at pre-schools on the practical applications of these frameworks and ambitious goals.

    What do you do when you simply cannot give every child the individual time they should have according to rules and regulations? How do you stay an active and present pedagogue in today’s pre-school with large classes and heavy workloads? How do you establish a common professional work ethics within a pre-school so that all children are treated equally? In my scientific essay, I examine these issues based on a real-life situation: Ellen in the hallway.

    A pedagogue must continuously make balanced decisions based on rules and regulations, on life- and work experience which, in many cases, contradict each other. In this context, it is important that pedagogues with more experience actively share their knowledge and experience with their colleagues. This creates a common professional ethical base that gives the individual educator knowledge and confidence which, in turn, creates a more stable, secure and consistent environment for the children.

    I begin by clarifying the role of the pedagogue and what it means to be an active and present pedagogue. Furthermore, I look closely at pre-school work ethics, starting with Aristotle’s virtue ethics and his theories on the links between theoretical and practical knowledge. Finally, I examine the routines at my pre-school and how they relate to the Swedish pre-school curriculum, Lpfö-98/10.

  • 21.
    Asplund, Jessica
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogiska miljöer kan skapas överallt på skolan: En kvalitativ studie om hur lärare ser på samspelet mellan lärande och miljö i Svenska skolor i Thailand2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    It is extremely important that the construction of the environment where children and youngsters spend the majority of their days supports the progress of their mentality. That is why I in this study will investigate what a certain amount of teachers consider of the interplay between learning and environment and how they thought a satisfactory environment structure eras of learning and also what the teachers consider to be missing at this point.

    The schools where I gathered my material are located in Thailand but they use the Swedish curriculum as a starting point and the students at these schools are mostly Swedish speaking.

    An important element that I came across was the impact of the surrounding on how to shape and use the environment as a tool in the teaching. Thailand’s climate is different than the Swedish climate; I want to investigate if that has any effect in the teaching.

    The educational environment in schools includes not only the classrooms but also every other space closely connected. Earlier scientific research as well as those people that I used as objects for interviews agrees regarding the fact that a suitable and stimulating environment are one of the most impact on how well children learn. How this environment should look like can be structured in different ways depending on the teacher’s thoughts on that a development environment looks like.

  • 22.
    Ataman, Habibe
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Bakac, Perihan
    Södertörn University, School of Culture and Education, Teacher Education.
    Barns delaktighet och inflytande i den pedagogiska dokumentationen i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out what the educators idea of educational documentations in ratio to childrens inclusion and impact in pre-school are, together with the child's own perception of the concepts of documentation. We proceeded from the following issues: What are the significance of educational work according to the teachers? What is the teachers idea of a childs impact and inclusion in educational documentation? In what way do the children have influence over, and inclusion in educational documentation? What are the childrens feelings of the documentations? In order to find answers to our questions, we used qualitative examinations consisting of seven educators and seven children from various pre-schools in Stockholm, and thereby, we have analyzed our results. As our theoretical frame, we used ourselves of Vygotskijs and Säljö's sociocultural perspective that is about "progress and learning", which is achieved by interaction and cooperation in a social context. The result shows that the aim of educational documentation is to reveal the childs development and learning, and also to involve the parents by putting up documents on the wall. It is important for children to both participate and influence both the documentation and other sections of the school where it affects the children, but this is sometimes hard to fulfill in all situations. The educators realises that to make the children participate, they simply have to rely on the child group and their interest. They also have given activities that everyone should follow. The lack of time is an obstacle for all educators, but what they all have in common is that having the participation and weight of the child would benefit the childs growth.

  • 23.
    Axell, Denise
    Södertörn University, School of Culture and Education, Teacher Education.
    Kvinnligt+flicka/manligt+pojke=traditionella könsmönster: en semiotisk bildanalys av grundskolans tidigare års matematikböcker2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay focuses on the pictures in mathematics books for elementary school. The purpose was to see if images in mathematics books for elementary school show traditional gender roles.

    The aim of the essay has been broken down into following research questions:

    • Vilka färger förknippar de olika matematikböckerna till pojkar/män respektive flickor/kvinnor?
    • How many times were girls/women and boys/men illustrated in the mathematics books?
    • What behavior is associated with masculinity and femininity?
    • Which colours are associated with boys/men and girls/women in the mathematics books?

    I used a semiotic image analysis method to study the pictures presented in the mathematics books. The theories in this essay were used to see how society makes girls become girls and boys become boys and in what ways the genders are portrayed in relation to each other. In addition, the theories include the question of whether a specific colour is given to a specific gender? The analysis evidently confirmed that the images in the mathematics books demonstrated traditional gender roles. There was evident proof that the behavior of both boys/men and girls/women showed distinct features of the traditional gender roles. However, boys/men were more likely to stay in their traditional gender roles in terms of the colours of their clothes than the girls/women did.

  • 24.
    Axelson, Kerstin
    Södertörn University, School of Culture and Education, Teacher Education.
    "Det går bra!": en vetenskaplig essä om stress och pedagogisk kvalitet på förskola2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay proceeds from an episode in my occupation at preschool which is a stressful event for me. I experience that we pedagogues have gotten a tougher work climate since the revised preschool curricula came in 2011 and I therefore investigate the community´s climate of today and the background for the revised preschool curricula and what it means to us pedagogues. I investigate what stress is and what effect it has on children and adults and explore what the concept pedagogic quality stands for. In my reflektions I emphasize different manors I and my colleges handle and see on stress and our pedagogical comittment. I also reflekt on if we adults produce stress to the children and what educational activity the children get from pedagogues with existing work load.

    The purpose with my essay is to understand the best way for me to handle the pedagogues increasing obligations an work tasks and at the same time avoid stress for the children and the pedagogues and to create the best conditions for the children to get activities with pedagogical quality.

    My investigation shows that the preschool curricula have been revised to give the children the knowledge base they need to be able to get on in the community. I also found that we pedagogues have a difficulty linking our work situation and our work tasks with giving the children an even pedagogical quality on the activities at our preschool. For some pedagogues the work load produces stress which can mean health risks. Some children also shows signs of stress behavior due to the pedagogues increasing absence from the children which also has an effect on the pedagogical quality. I also seea risk, due to our work load, of a dislocation of our values regarding some of our tasks like routines and care and a decreasing ability to see each child´s needs. As a pedagogue at preschool we all have a responsibility for the pedagogical quality as well as to note inadequasies in our work invironment. To be able to make changes we pedagogues should support our own communication as well as our dialog with our head group. Even though a present pedagogue doesn´t garantee, it still is the prerequisite for activities without stress and with a pedagogical quality.

  • 25.
    Axenstedt, Elin
    Södertörn University, School of Culture and Education, Teacher Education.
    Bildskapande: En undersökning i hur pedagogerna på en förskoleavdelning ser på och bemöter barns bildskapande2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This report describes a study of how educationalists, from one preschool group, approach to and respond to children ́s creative activity in preschool. To answer the survey ́s purpose I used four research questions, which is the following:

    -What function do the educationalists give the creative activity in the working?

    -How do they see the importance of thecreative activity for thechild and its development?

    -How doeducationalists considerthat theyrespond to the child's creative activity?

    -Is thereany norms surrounding creative activity in preschool?

    The theoretical base of the study is rooted in the sociocultural perspective, where creative activity and visual arts can be seen as mediating cultural tools. The method is a qualitative interview of five preschooleducationalists. The conclusion is that these educationalists works with creative activity in aconsciousway, as they for instance seize the communicative function which takes place in the creative activity and visual arts. They use this function to create conditions for children ́s development and learning. They also see the function of processing expressions, and the link to play and imagination. In their work with creative activity they seem to have an agreement about the process as a central part, while it in contrast to this seems like the children is mostly focusing at the motive. The creative activity also seemsto be tightly linked to culture, in several ways, both societal and local. And the experience from home seems to be important. The conclusion also shows that the creative activity in preschool really is surrounded by norms. Which shows up to depend on, for instance, children ́s gender. But the norms also showto differ between adults and children, where they lean in different directions regarding to intentions and taste.

  • 26.
    Aydogan, Jennifer
    Södertörn University, School of Culture and Education, Teacher Education.
    Bilderböcker utifrån ett genusperspektiv2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to analyze picture books from a gender perspective. The books are found in a book box that the libraries send out to preschools. This study is based on the following questions:

    • How are boys and girls portrayed in picture books?
    • Do the picture books encourage or discourage the principles of equality found in the Curriculum for the Pre-School and the equality work conducted in the preschools?

    I performed a qualitative text and picture analysis of 12 picture books. I used Maria Nikolajeva and Kajsa Wahlströms schedule of typical masculine and feminine qualities and activities when analysing the picture books. I reached the conclusion that in the vast majority of the books boys and girls are portrayed with qualities that are both typical masculine and feminine. Only a few books in the book box portray the boys and girls characters in a stereotype manner. Hence, as a conclusion, the analyzed picture books discourage the traditional stereotype gender patterns and therefore encourage the principles of equality as described in the Curriculum for the Pres-School.

  • 27.
    Babaoglu, Canan
    Södertörn University, School of Culture and Education, Teacher Education.
    Mobbning: Fyra pedagogers förebyggande arbete mot mobbning2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bullying is a big problem in schools and many children are afraid of go to school. There are many methods and measures to prevent bullying, but bullying is still remains. This study is about the differences and similarities between methods to prevent bullying at two classes. The purpose of my essay is to research measure that uses by four teachers to prevent bullying and to get description of their work against bullying.

    My question is: How is the prevention of bullying in the two classes where informants working?

    This study is focuses on prevent bullying at two classes on two multicultural schools in Stockholm. I used a qualitative research to get answer to my question that is how informants work the prevention against bullying. The conclusion is the informants use many methods for create a positive environment. The informants work to prevent bullying at their classes by continuously making conversation with students about bullying, behavior, values and empathy.

  • 28.
    Barkåker, Cicci
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Butzias Issa, Georgia
    Södertörn University, School of Culture and Education, Teacher Education.
    Algebra i skolan: En studie om elevers algebraiska kunskaper inom området ekvationer i årskurs 92014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Algebra in school, - a study on students` algebraic knowledge of the field equations in ninth grade.International (TIMSS) and national mathematics studies detects that Swedish pupils math skills is deteriorating in comparison to other countries. Therefore has the subject of mathematics become one of the school subjects which are becoming increasingly in focus. The government has made a big effort, Matematiklyftet, in mathematics in primary education, 650 million has been invested and the Agency has been tasked to train all current mathematics teachers through peer collegial learning. This effort is the most pervasive in modern times in Sweden.The aim of this study is that we as prospective mathematics teachers want to find our approach to surveys results. By using the Governments’ diagnoses, Diamant, student group interviews, teacher interviews and theories in mathematics education, we want to make students' algebraic knowledge of the field equations visible. This to understand how their knowledge in practice relate to international and national studies.

  • 29.
    Bawil, Parzin
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Spångberg, Emily
    Södertörn University, School of Culture and Education, Teacher Education.
    Friskolor med muslimsk profil: En studie om fyra rektorers tankar kring arbetet på en friskola med muslimsk profil2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Independent schools are a central issue in the school world, the perception of independent schools varies and many people express opinions about them in the media. An independent school is according to the National Agency a school that has a different principal than the county or municipality. Independent schools may not charge fees but their revenue comes from municipal grants from municipalities (Berglund 2007, p. 10). An independent school can be driven by an association, foundation or company and to run an independent school requires a permit from the Education Department.

    The purpose of this paper is to see how four principals at independent schools with a Muslim profile are working to strengthen their students’ Muslim identity in relation to the society they live in and how schools work with value issues. We also had the intention of studying the schools environment. To help us, we used the following questions: How does the school principal integrate different value issues? What are the principals’ thoughts on their schools work with their students before meeting with the community? What are the principals thoughts on the schools work to enhance their students’ Muslim identity? What is the purpose of the school profile? What is the environment like in and around the school? We have used interviews and observations as a method to find out how principals producing work at an independent school with a Muslim profile, and how they work with students’ identity formation. In this qualitative study, we have interviews with two principals and two assistant principals and observations from three of the schools. Based on our research, we have concluded that there is little to distinguish an independent school with a Muslim profile from a public school. Both are part of the Swedish school system, so they must follow the national curriculum, the time plan, and the Education Act.

    According to the principals that we interviewed, what distinguishes an independent school with a Muslim profile from a public school is that they serve halal food, girls and boys have separate PE lessons, they have one lesson a week for the school's profile subject (Islam or Arabic), schools have a prayer room that students can access throughout the school day and the school is closed during the Muslim feasts.

    According to the principals that we interviewed, the main reason for choosing an independent school with a Muslim profile should be because of the work in the schools that is based on building up students’ Muslim identity. They do this for the students meeting with the society they live in, if the schools have built up a solid cultural foundation of the students, the transition to the community much easier. In our social world is the view of knowledge, learning and parenting culture bound. Lahdenperä writes about "learning -through-culture" and with this she means that children learn through their own culture, that shapes them as individuals and through it they learn what is worth to know (Lahdenperä 2003). Our observations revealed various differences between the schools’; the most obvious difference was the religious texts and symbols that were on Sham School. Our observations also showed different connections between the schools’; one was that they were in abandoned buildings, mostly in industrial areas. Another clear connection between the schools was that all had prayer rooms and these floors were covered with a large red carpet. The prayer rooms looked exactly like they do in a mosque.

    The conclusion of our study is that despite the schools’ public profile, independent schools with Muslim profile, they educate their students in different ways and their priorities are also different. Thus, one can´t assume that all independent schools with Muslim profile works the same way. Just as in public schools, it is about what the staff at the schools believe that the schools purpose and also their efforts to achieve the schools different goals.

  • 30.
    Benson Marin, Johanna
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Danielsson Jonsson, Petronella
    Södertörn University, School of Culture and Education, Teacher Education.
    "Det är roligt!": En studie om hur pedagoger använder estetiska lärprocesser i arbetet med naturvetenskap i förskolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to investigate how teachers perceive that they work with science in preschool through aesthetic learning processes as tools both in the indoor and outdoor environment and make visible what the educators' underlying beliefs are that affect how they perceive aesthetic learning processes as tools used to deepen children's understanding of different scientific phenomena.

    This is an interview study using the phenomenographic approach as a means and method to make visible and report on teachers' views on how aesthetic learning processes can be used to extend preschool children's learning about science. The results are analyzed and discussed based on John Dewey's theoretical ideas about children's learning, aesthetics and science.

    The study clearly shows that teachers' views on aesthetic learning processes and how they can be used in the work whit science is very divided and in some cases unreflective. The most striking results are that teachers often are unaware that they make use of aesthetic learning processes because they have a more limited view of what it is than we have in the paper. All informants have science as a core subject. Their focus of the activity is located at the showing and visualizeing of scientific phenomena and some of them express that they submit the aesthetic learning processes to their colleagues or that they collaborate with someone who has training in some art form. During these collaborations the educators are responsible of their respective subjects, and rarely have deeper knowledge about the other topic.

  • 31.
    Berglund, Carolina
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Linerstad, Alina
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Vad spelar det för roll då om inte alla syns på bild?”: En studie av representation i förskolans miljö2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is, from a norm-critical approach, to find, investigate and analyse human representation in the visual culture of one preschool in order to understand if the children enrolled are represented or not. The research questions are: In what ways is there imagery of human representations in images and materials designed for play? What skin-colors and origins are dominant in the data collected?

    We carried out a qualitative study in the form of visual ethnography. This method allowed us to use a combination of different data collection tools such as photography and ethnographic field notes to collect our data. The photographs we took of images and material used for play, was then analysed through semiotic picture analysis. The focus was to see which skin-color and origin that was dominant in the photographs of human representations.

    The result of the study, show that human representation is found in many variations such as, books, board games, puzzles and materials for educational use. The study also show that the vast majority of representations, displayed people of white skin and Swedish origin.

    In discussing these results we argued that the selected preschool is imbued by the norm of whiteness that is also dominant in the Swedish society. From a postcolonial perspective, we find that this norm and its underlying assumption of racial differences forms part of a historically rooted structural system of values that has evolved in Sweden during hundreds of years.

    The impact these results have in a preschool context is that children don’t have the same opportunity to identification through the visual culture at the preschool. We conclude that this can, in the long run, create problems since representation or lack of representation is linked to marginalization of whole social groups due to not having the same requisites to take on for example positions of power. We have a strong believe that if the topic of human representation can be enlightened in preschools and schools, teachers can work towards offering all children the same potential for positive identification in preschool.

  • 32.
    Berglund, Sofie
    Södertörn University, School of Culture and Education, Teacher Education.
    Mobbning bland barn i skolan: Hur fyra F-6 skolors antimobbningsgrupper beskriver sitt arbete för att få nolltolerans mot mobbning2012Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Bullying is today a major problem in schools worldwide. Far too many children are forced to undergo bullying day in and day out without anyone seeing or doing something. My purpose with this study is to find out how four F-6 schools in a municipality south of Stockholm are describes their work to get zero tolerance for bullying at their school.

    My questions are:

    • How does the four F-6 schools' anti-bullying group in a municipality south of Stockholm describes their work to have zero tolerance for bullying?
    • What do the employees in the school anti-bullying groups consider that bullying is?
    • Why do the employees in the school anti-bullying groups think bullying occurs?
    • Who do the employees in the school anti-bullying groups think are bullies or are being bullied?

    To get my results I have done four interviews with those in charge of the school's anti-bullying group. My theory is based on standards, what is acceptable behavior and normative theory, hypotheses, what is right and wrong as well as desirable or undesirable behavior. My conclusion of the study is that schools can work in different ways to fight bullying and that they should adapt their practices after the school´s own problems and circumstances. I have also come to the conclusion that the causes bullying, who or which exposes or is exposed has no correct answer, everyone has different ideas about it.

  • 33.
    Bergström, Isabella
    Södertörn University, School of Culture and Education, Teacher Education.
    Praktikchock?!: En studie om hur erfarenheter från VFU påverkat studenters självkänsla2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: All the students in the University College of Södertörn in Sweden who are studying to become a teacher, are attending practice education.

    Purpose: The purpose of this qualitative study was to illuminate and analyze how the students experienced their practice education. My intent was to investigate if the students by their experiences have been affected in their own self-esteem.

    Method: This is a qualitative study that has been responded by 60 teacher students. The students attended in an internet- survey that included ten different questions.

    Result: The result of the interviews shows that the self-esteem has been affected, mostly in a positive way.

    Conclusion: The most common reason that affected the student self-esteem depended on how their supervisor has been treating them during their practice.

  • 34.
    Bienen, Charlotta
    Södertörn University, School of Culture and Education, Teacher Education.
    Du vet ju vad vårt styrdokument säger...: En essä om det mätbara och det svårmätbara lärandet i förskolan2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My essay begins with two stories showing two different perspectives when looking at learning in preschool. These two different learning styles I have chosen to call, the measurable and the difficult to measure learning. As a pedagogue I am involved in both events. In these events I describe how different we pedagogues interpret our governing documents on children's learning. By describing how the educational activities are designed differently in the two events, I try to highlight the pedagogues views on learning in preschool. Although we have the same governing document, we differ in our work with children.

    In my study, I look at how educators Piaget and Vygotskij regard the child and its development from a socio-cultural and a cognitive perspective. I want to see if there is any connection between their views on child development and what is happening in my two events.

    In the essay, I also try to find out how we work with children in preschool when it comes to both the measurable and the difficult to measure learning and why we do it so differently. Our society has recently become more focused on measurable results in order for us to assure the quality of the work we do. In preschool we also have a duty to assure the quality of our educational activities. I examine whether that is the reason we have different views on learning. The measurable learning makes it easier for pedagogues to see what children have learned while the difficult to measure, makes it more complicated to measure results.

  • 35.
    Bisse, Rebecca
    Södertörn University, School of Culture and Education, Teacher Education.
    Genus och jämställdhet: En kvalitativ studie om fyra pedagogers arbete med genus och jämställdhet på förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out how the four teachers at the two preschools believe they are working with gender and how they actually work with it in practice. It also aims to show how they treat the children at the preschool based on their gender.

    • What is the preschool teachers view on gender and equality?
    • How do they consider that they work with gender and gender equality, and how do they really work with it in practice?

    The study is based on a qualitative study were I chose to both interview and observe four preschool teachers from two different preschools. My theoretical starting point is Yvonne Hirdmans theory of gender and also research on gender equality. The results show that the majority of respondents believed that gender and gender equality means almost the same thing or have the same meaning. They could not explain the concepts further. It also showed that the majority of informants are working for equality more than gender, when they emphasizes that the individual should be placed in the center and that it should be based on individual rights, regardless of gender.

  • 36.
    Björk, Oscar
    Södertörn University, School of Culture and Education, Teacher Education.
    Där skollagen slutar tar förståelsen vid: En undersökning av referenter i skollagen och hur de förstås av tolkande lärare i gymnasiet2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay consists of a heuristic analysis of referents in the Swedish educational act, leaning on the methodological guidelines of discourse analysis. The overall aim of the essay has been to analyse in what way language in the educational act works as guidelines and law in relation to teachers’ work. To correspond to this aim an openly structured questionnaire has been used, providing an empirical view of how teachers understand certain words, or referents, in the educational act. This empirical data has then been shaped to a spectrum view of the definitions of the referents showing a number of deductable facts, including the significance of the apparent use of institutional and professional language, which then have been viewed from two theoretical perspectives. The theories are a structuralist one represented by Ferdinand de Saussure and Claude Lévi-Strauss, and a sociolinguistic one represented by Michel Foucault and Norman Fairclough. The theoretical analysis is based on three stages of the constitution of meaning in the communication between the educational act and the interpreting teachers. Four questions has guided the analyses and reads as follows: Which referents are used in the educational act to describe the purpose and forming of the education for the students?; How are said referents interpreted by active teachers?; Which are the gains of the understandings provided by the theoretical perspectives of the analysis of referents in relation to the empirical enquiry?; How are the referents to be understood functioning as imperative law regarding the teacher and its practice?

    The main conclusion of the essay is that depending on our theoretical understanding of language, the function of the Swedish educational act as imperative law with a clear relationship between vision and reality is questionable. Therefor it is important to acknowledge the need for guidelines in teachers’ interpretation of the law, better ensuring consensus in how central values of the school corresponds in practice. 

  • 37.
    Björkum, Emma
    Södertörn University, School of Culture and Education, Teacher Education.
    ”Å ena sidan, så är vi helt oumbärliga, å andra sidan så behöver vi ingenting”: En kvalitativ studie av hur fritidspedagoger upplever att deras yrkesroll påverkats av att fritidshemmet blivit en del av skolan2014Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In the early nineties leisure-time pedagogic establishments moved in to school. The aim of the study is to try to find out how leisure-time pedagogues, who have been working for a long time, experience the moving of their establishment in to school and how this affect their practical work and their profession.

    The study is based on interviewes with four leisure-time pedagogues, who all have been working before—and therefore have experienced the time before—during and after their establishment moved in to school.

    These interviewes were recorded and later fully transcribed in preparation of analysis. Data was analysed with the help of the sociology of Pierre Bourdieu as a basis. Findings of the study suggest that the leisure-time pedagogues find it positive to be able to cooperate with teachers and other professional groups working in school, they explain how it enabels themselves to see pupils from a different angle and for others working in school to see pupils from a leisure-time pedagogue angle.

    Some of the pedagogues explain that they find it hard to work with big groups of pupils, or in small surfaces, which they did not have to do before their establishment moved into school. They also mean that this counteract the aims and guidelines of what school should offer the pupils in forms of education, security and social development.

    Findings of the study also suggest that the leisure-time pedagogues experiences their profession to be subordinated teachers. How well the pedagogues experience cooperation with teachers seems to be connected with how they experience their own profession’s status in relation to school leaders and teachers in their workplace.

    In conclusion the pedagogues’ work and profession is highly influenced by their new context, which is differently experienced depending on the status of the profession in the specific sociological field, how big groups of pupils they work with, how small the surfaces which they work within are and the practical work of the pedagogue.

  • 38.
    Björnell, Jennie
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Johansson, Sandra
    Södertörn University, School of Culture and Education, Teacher Education.
    “Barnen behöver de att erbjudas mer än bara en sandlåda med hinkar och spadar”: en undersökning kring förskolepedagogers uppfattningar om förskolegården och dess relation till barns lärande2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is through a teacher perspective illustrate and analyze how preschool teachers apprehend children´s learning in relation to the preschool yard.

    The main research questions asked were:

    • How do preschool teachers apprehend the preschool yard in reference to it as a place?
    • In what way do preschool teachers use the preschool yard in their work with the children?
    • How do preschool teachers view the preschool yard and the significance it has on children´s learning?

    The research is based on data collected through interviews and observations at four different preschools in the same municipality. The research views place and people as social constructions, a theory of knowledge that is based on the view that the world, places and people are constructed in relation to each other. This perspective as well as previous research is used for analyzing the data collected through a qualitive study based on interviews. The data analyzed show that the preschool teachers involved in this research apprehend the preschool yard as a central part in the learning of young children. All the preschool yards being a part of this research is constructed and looks very different from each other. They are however all described as containing several possibilities for learning, both socially between children and teachers as well as learning different skills and creating a relationship between the preschool yard and the child. The preschool teachers however describe several things that can be developed both in their own role as teachers, to support children in the learning process as well as the layout and tools that the yard contains. But the most important thing they all unanimously express is that these developments of the preschool yard need to be based on the interests and wishes from children and need to be a constant process every day, month and year.

  • 39.
    Blank, Nikolina
    Södertörn University, School of Culture and Education, Teacher Education.
    Att lära av varandra?: En undersökning om arbetslag utifrån ett lärarperspektiv2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is from a teacher’s perspective to examine how schoolteachers experience the possibilities of learning from each other within their work team and to shed some light on how teachers believe that cooperation affects their ability to learn and improve on a daily basis. My research questions are: What is the general discussion among the teachers concerning daily capacity building from enhanced teamwork? How important is well-functioning cooperation between co-workers for learning and daily capacity building? What are the prerequisites for a well-functioning learning situation within the work team?

    The study is based on five qualitative interviews with teachers within the same school but from different teaching backgrounds based on what grade they teach, what subjects they teach, and they belong to different work teams within the school. The interviews are semi-structured.

    The results have been analysed from a perspective based on the theories of organisational pedagogy and learning organisations.The results implies that the work teams does not function as a forum for exchanging experiences and learning from each other. Cooperation does, however, exist within the work teams and it has positive effects on other work related aspects, but not on individual daily capacity building. The teams are primarily used for exchange concerning more common and practical issues. This seems to be the situation due to lack of time, priority and structure. The teachers in my study believes that the work team is a vital and important part of their everyday work and it is a forum they wish to exist even if the teams are not today working as wanted when concerning capacity building. The use and functioning of the work teams at the school for this study should be carefully evaluated and improved if the work teams should also function as an effective tool for daily capacity building for the teachers.

  • 40.
    Blomberg, Danielle
    Södertörn University, School of Culture and Education, Teacher Education.
    IKT för elever med ADHD: Nytta eller nöje?2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim with this study was to see how a few teachers with experience of young students with ADHD looks upon the need of special support through ICT and from which perspective of special needs education the support is formed.

    I related the informants’ answers about their views on special needs support based on a relational and categorical perspective and came to the conclusion that all of the informants uses a bit of both depending on each individual students needs. Therefor I could see that the dilemma perspective is current in schools today. The most important need for the students with ADHD in general is, according to the informants, structure and routine.

    The result from this study also shows that general knowledge about ICT is lacking and needs to increase. This could in most cases be explained by the schools economic resources as that partly prevent purchase of new and more equipment but also forces the school to keep larger groups of students in each class. This leads to less time for the teacher to learn about how and when ICT can be used. When asked if or how ICT could work as an asset for the students with ADHD in their studies, all of the informants said that it could be used mainly as motivation for the students to keep focus but is not seen as a tool only for those in need of special support but acts as motivation for all students, with or without diagnosis.

    In general ICT is viewed as a complement to the ordinary education and all of the informants points out the importance of letting go of these artifacts once in a while to actually see what surrounds them and that it is important to know the purpose of its use.

  • 41.
    Boberg, Karin
    et al.
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Högberg, Anna
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Estetiska lärprocesser i skola och lärarutbildning2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 75-91 p.Chapter in book (Refereed)
  • 42.
    Bolevin, Mirja
    Södertörn University, School of Culture and Education, Teacher Education.
    En jämförande studie av några fritidslärares och klasslärares syn på formellt och informellt lärande2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis was to investigate how teachers in school and in leisure time center look at informal and formal learning. Informal learning is often associated with leisure-time while formal learning is generally linked to school. My questions also deal with the teachers’ view of each other’s activities from a learning perspective and visibility of informal learning. I have made an empirical study with qualitative, semi-structured interviews with three class teachers and three leisure teachers. The results of the study show that the informal learning in leisure time center is generally not perceived as learning. Concepts such as knowledge, learning, and teachers are associated with the school and formal learning. The study also shows that it is necessary for teachers to visualize informal learning.

  • 43.
    Bolinder, Siri
    Södertörn University, School of Culture and Education, Teacher Education.
    Pedagogisk dokumentation: En kvalitativ studie som beskriver hur utförande, utvärdering och presentation genomförs i praktiken2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    With the curriculum Lpfö98, and its revised version 2010, the demands for evaluation of the quality of the preschool have been emphasized. Accordingly, the activities need to be systematically documented, followed up and assessed, to be improved. Most importantly, this includes continuous follow up, documentation and analysis of the development and learning of the children. This is usually carried out by means of pedagogical documentation, but how this working tool should be used in practice is not totally clear for all pedagogues. The aim of this study was therefore to investigate how pedagogical documentation is performed, assessed and made accessible for the children, parents and staff-members, in practical preschool work.

    In the study, four pedagogues (two preschool teachers and two pedagogical mentors), working in two different preschools where the Reggio Emilia concept is practiced for pedagogical documentation, were interviewed using a semi-structured questionnaire.

    The informants described pedagogical documentation as a complex and time-consuming working tool, albeit necessary and helpful to fulfill the requirements of the curriculum. In one of the preschools, portfolios were used to collect and present the documentation, whereas the other preschool used a so called BUL-wall (Barn, Utveckling, Lärande, i.e., Children, Development, Learning). Both preschools carried out their systematic documentations preferentially as specific projects. The documentations were then used for dialogue and reflections with the colleagues and/or feed-back with the children; this is how the pedagogical documentation is formed, which allows the pedagogues to perceive the learning process of the children as well as their own. In this way, the pedagogical documentation forms the basis for evaluation and analysis of the preschool activities, and results in shared decisions for improvements to accomplish the children’s needs and challenges. From the findings in this study, it appears that different techniques for collecting and presenting the documentations may be feasible to attain the main objectives of the pedagogical documentation.

  • 44.
    Bozkurt, Oya
    Södertörn University, School of Culture and Education, Teacher Education.
    Högtider och traditioner i förskolan: en kvalitativ studie om fem förskollärares beskrivningar och reflektioner kring firandet av högtider och traditoner i förskolan2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is about the work around festivals and traditions that takes place in multicultural preschools. The purpose of this study is to describe and reflect upon the work around festivals and traditions in multicultural preschools from the view of five preschool teachers who are active in their profession.  The purpose is also to investigate which festivals and traditions that are given attention at preschool and for what reason according to the preschool teachers.

    The method of research chosen in this study is qualitative in the form of individual interviews with the intention of obtaining and interpreting the descriptions and reflections of the informants around the subject. The results will be analyzed from an intercultural perspective.

    The results show that all investigated preschools celebrate the traditional Swedish festivals Christmas, St. Lucia’s day, Easter and Midsummer, and that these festivals take up lots of space in terms of time and labor. At some of the preschools attention was also given to other festivals from different faiths and cultures out of diversity and a more globalized perspective. The results also revealed that all of the preschool teachers were positive to giving attention to festivals from other faiths and cultures. It was considered to bring an increased understanding and respect for differences between people. It appeared that an operation with increased cultural features would result in the confrontation of some difficulties.

  • 45.
    Båveryd, Johanna
    Södertörn University, School of Culture and Education, Teacher Education.
    Bland lerhyddor och radhus: en studie om hur ”Vi” och ”Den andra” framställs i barnböcker2012Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 46.
    Carlund, Henrik
    Södertörn University, School of Culture and Education, Teacher Education.
    Hur långt kan man gå?: En kvalitativ studie om fyra pedagogers syn på elevinflytandes omfattning och förutsättningar2013Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Student influence is a well debated subject and all Swedish teachers should let the students influence their education. According to research the student influence is generally low and something that varies from school to school. The school policy documents do not clarify how much impact the students get to have on their education and the impact is therefore something that every individual teacher decides. These individual differences are the reason of this study.

    This is a qualitative study about four teachers work and thoughts focusing on the subject of school democracy and student influence in the school environment. The study is based on qualitative interviews in order to highlight four different teacher’s thoughts. Previous scientific studies show that students do not utilize their right of impact that the school policy documents give them. According to the school policy documents all Swedish schools are obligated to teach about democracy, not only convey democratic values but also how to practice and use it. These facts made me want to look in to how teachers think about the responsibility they have to let the students influence their education. What conditions do they think have to exist in order to have student democracy?

    The conclusions of this study are that the meaning of the concept student influence varies between the four interviewed teachers and the teacher’s point of view does affect the extent of the student influence. The gain of student impact, that all teachers mention, is motivated students. The teachers all think that having an open dialogue with the students is of importance, as well as letting the students take responsibility for their actions. The teachers also talk about the importance of having a culture in the classroom that allows everyone to make mistakes without having to be ashamed of them. Some of the teachers thought that the way for students to make an impact on their education rather happens through the student councils than through having a say in their everyday life in school.

  • 47.
    Casal-Eriksson, Sandra
    Södertörn University, School of Culture and Education, Teacher Education.
    Postkolonialistisk bildanalys av Hem- och konsumentkunskapsböcker2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Swedish education system reflects the multicultural society in Sweden, therefore there is a need of school textbooks that pupils can identify themselves with to create meaning and value in their learning. According to the Swedish Education Administrations (Skolverkets) report (2006) and Selander (2003, s. 198) the school textbooks are the main source of education in class. There has been an implicit message in the older textbooks that is associated with the belief that non-Europeans are "seen" as victims, and that Europeans are privileged with a "good life".

    Many school texbooks has been analyzed from different points of perspectives, however, analysis from a postcolonial perspective on home economics books has practically been nonexistent.

    Analysis in this study are focused on how non-western people are been portrayed in six different textbooks in the subject to conclude if the colonial discourse is still maintained and reproduced in the school. To answer the question of formulation an image analysis is made of the six, previiously mentioned, textbooks. The result shows that since 1976 school textbooks are consistently reproducing the same image of non-Europeans as victims and underdeveloped- the way of portraying them as said has merely shifted from images of starved children to helpless victims of environmental disasters and occidental abundance but are held equally responsible for their underdevelopment, in anticipation of occidental aid. 

  • 48.
    Ceesay, Jenny
    Södertörn University, School of Culture and Education, Teacher Education.
    Ipad för undervisning: En kvalitativ studie av gymnasielärares erfarenheter och idéer kring praktisk tillämpning av Ipad i klassrumsundervisning2014Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this essay is to investigate whether the role of the teacher and the teaching in the classroom is affected when the Ipad is introduced in an one-to-one situation, and if so how these effects occur. Previous research show that the introduction of new technology in education offers hope of a more effective way of learning but that this at the same time leads to challenges for traditional ways of teaching and traditional views on knowledge (Säljö & Linderoth (red.) 2009, Erixon (red.) 2014).

    The method used is a qualitative interview in combination with observations used as a complement to the interviews. Four teachers working on an upper secondary school have been interviewed and one lesson in English taught as a foreign language and one lesson in social science have been observed.

    The results show that the use of Ipad changes how the teachers relate to and use the teaching material, as all material can be gathered in the Ipad and accessed at all times and can also be shared with the pupils. The Ipad also makes it easier for the teachers to offer pupils individual instructions which the teachers view as positive. In addition, the Ipad enables a change in regards to the pupils as they switch from being users to becoming producers in the use of the Ipad which in the teachers’ opinions offers more profound ways of learning.

  • 49.
    Celepli, Cahide
    et al.
    Södertörn University, School of Culture and Education, Teacher Education.
    Frank, Åsa
    Södertörn University, School of Culture and Education, Teacher Education.
    En trygg bas i förskolan: En essä om två olika inskolningsmodeller ur ett anknytningsperspektiv2013Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In our essay we examine the different introduction models that are practiced in preschool. The central question is if the different models have any importance (or consequences) for the children’s connection in preschool. In the two different cases we will present, one based upon preparatory training that was applied during the 1990s and another that is currently used today.

    The purpose with this essay was to get a deeper understanding for the child’s attachment to preschool and for how we, as educators should act during the preparatory training to create a secure foundation for the child. Something we found out was that the educationist relation and behavior towards the child is of great importance in the development of a secure environment in preschool. Some central concepts that is important for the educationist relation to the child perceptive, interaction, and practical sense. Even the communication between the educationist and the parents during preparatory training is of great importance to create a secure foundation for the child in preschool. In our essay, we interviewed two authors, Gunilla Niss and Anna–Karin Söderström. We have selected these authors because they have interesting and informed reflections on the induction and attachment in preschool.

  • 50.
    Dahlborg, Bi
    Södertörn University, School of Culture and Education, Aesthetic Learning Processes. Södertörn University, School of Culture and Education, Teacher Education.
    Modet att mötas genom vänskap och konst2014In: Konst och lärande: essäer om estetiska lärprocesser / [ed] Anders Burman, Huddinge: Södertörns högskola , 2014, 269-289 p.Chapter in book (Refereed)
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