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  • 1.
    Abrahamsson, Sofie
    et al.
    Södertörn University, Teacher Education.
    Gullberg Husberg, Deseré
    Södertörn University, Teacher Education.
    "Hon är min" ... fast egentligen inte: En komparativ genusanalys av fyra karaktärer i Sookie Stackhouse Series2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This thesis is a comparative analysis between two books from the Sookie Stackhouse series by Charlaine Harris. We chose to work with book 1 - Dead Until Dark and book 10 - Dead in the Family. Our analysis is based on a gender perspective, using the litterature we present in previous research and theory. The aim for the thesis was to examine how gender and sexuality is portrayed in the books. In addition, we have looked at how the books represent gender norms in society through their characters and if named characters change throughout the series. We have applied comparative analysis and Nikolajeva's scheme on stereotypical males and females in litterature. We chose to analyse the four main characters - Sookie, Bill, Eric and Sam. In our analysis we discuss how the balance of power between the characters is portrayed as well as their gender and sexuality in relation to each other.

    Our analysis indicate that the characters are mainly portrayed with stereotypical gender norms and the comparison between the two books shows us no or very little development of named norms. Moreover, we observed that Sookies female gender is portrayed in relation to the three male characters, Bill, Eric and Sam. In addition, the male characters gender is also described in relation to the female character. Our analysis through Nikolajeva´s scheme depicts the characters in all categories of stereotypical gender roles. Sookie could often be categorized as a normative female whilst Bill and Eric in majority were categorized as normative males. Sams character was the only one to portray both female and male characteristics. This was depicted in both books. Further more, the male genders were portrayed similar in both books although the characters were mentioned more regularly in book 1 compared to book 10. Conclusively, we discussed how the books can be used in class to teach about gender, sexuality and norms. Lastly, we stressed what the positive and negative outcomes for teachers may be and what we think is important in class not to emulate stereotypical gender roles.

  • 2.
    Abukar, Aliya
    et al.
    Södertörn University, Teacher Education.
    Alhaddad, Noora
    Södertörn University, Teacher Education.
    Bild- och formskapande i förskola och förskoleklass2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of our graduate work is to study the importance of image and shape’s in children's development and learning and also the preschool teacher’s views on image and shapes. Our research aims to explore the value of image and shapes creation and how it is expressed among children and in classroom activities. We are also interested in finding out how it differs from adults' views and what materials teachers use to promote the image and shapes creation in the curriculum. In our own experience, image and shapes activities are often structured differently in different curriculum activities. We therefore want to study how certain preschools work with image and form creation with children in preschool. We have performed the study through five qualitative interviews with preschool teachers and four observations on three different preschools in Stockholm.

    The main theory of the extension of our work is about Vygotsky's sociocultural perspective. We will find out about how according to the sociocultural perspective children can develop learning. The conclusion we have reached is that the preschool teachers interviewed seem to agree greatly with each other about how image and shapes creation affects for children's development and learning. Although there were some minor differences, for example, if the children learned by imitating each other in creative work. But in this part it was just one preschool teacher who differed from the others' vague.

  • 3.
    Acaralp, Damla
    Södertörn University, Teacher Education.
    Hållbar utveckling i undervisningen: En kvalitativ studie om lärare och lärarstudenters syn på hållbar utveckling i undervisningen2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The issue for this study is how teachers and teacher students understand the concept of sustainable development and work and want to work with sustainable development in their education. The aim is to provide knowledge that can lead to a better implementation of sustainable development in education. The study has a phenomenological perspective and is based on the concept of sustainable development and theories of education for sustainable development. The study consists of interviews with four teachers who act as primary teachers and four teacher students who study on the last semester of their education. The study shows that all respondents think that sustainable development is a concept that is difficult to interpret and that they have a distorted interpretation of the concept. All are focusing on environmental protection and overlook economic and social development. That is particularly apparent in their examples of how sustainable development should be implemented in teaching. The study also shows that the teacher students have a more complete picture of the concept of sustainable development and, unlike the teachers, explicitly states that sustainable development should permeate the entire teaching.

  • 4.
    Adegren, Emily Chantal
    Södertörn University, Teacher Education.
    Yoga på skoltid: religionsutövning eller sekulär träningsform?: En diskursanalys av den offentliga debatten kring yoga på skoltid i Östermalmsskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 5.
    Agneby Pitkonen, Sanna
    Södertörn University, Teacher Education.
    Förändring som väckte känslor, när olika världar möts: en essä om samverkan i förskolan2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay deals with the complexity that I perceive in the collaboration processes between preschool and parents. In the essay I present my interpretation of two self-perceived situations where my experience has been that the cooperation has not worked satisfactorily for either part. As a basis for my conclusions I use different theories and studies within the domain. My own experiences - both from ten years of working in preschool as well as from an eight-year experience of being a parent also comes into use. The purpose of my essay is to investigate how different horizons of understanding can come into collision, and how limitations in our own understanding of the perspectives of others can complicate collaboration between educators and parents.

    In the first story I discuss a situation where, in my professional role, I go into a conflict with a parent about how we have chosen to implement some changes. Here I am faced with the fact that my professional role requires me to inform the parent about the work team´s motivation for change. In the second story, I am situated in a private role and I am engaged in a dialogue on how the educational work in preschool might look like and why. Finally, I examine my own actions as a professional worker in preschool - from a parental as well as from a professional perspective - and also the opinions and actions of the two parents that occur in my stories.

  • 6.
    Ahlström, Helena
    Södertörn University, Teacher Education.
    Att arbeta språkutvecklande med flerspråkiga barn: en kvalitativ studie utifrån ett sociokulturellt perspektiv2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this qualitative study is to examine how educators view their work in language development with multilingual children, and the methods they are using. Additionally, this research investigates which attitudes educators feel that there is in preschools among parents and children about the language multilingual children speak at preschool. The investigation is based on five interviews with educators who all work on different preschools. The study approaches the research questions from the socio-cultural perspective.

    Based on the socio-cultural perspective, it is considered that the child learns all the time, in every context, by interaction with others. The learning takes place in the child through multiple steps. First, the child needs the help of a person who is more competent than the child itself in the current activity, so that the child can later move on to perform the task on their own.

    The result shows that educators use different strategies and methods when they work on language development with multilingual children. These strategies and methods are: provide security, adapt activities, use repetition and give the children time, use language support and use technical aids. The survey shows that educators, parents and children, are either encouraging or disagree to children speaking their first language at preschool. 

  • 7.
    Ahmed, Faiza
    Södertörn University, Teacher Education.
    Modersmålet som stöttning för nyanlända elever i en förberedelseklass: En kvalitativ studie ur ett elevperspektiv2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Aim of this study is to examine how newly arrived Somali students use their mother tongue as a method of support for the students to comprehend the Swedish language in a preparation class. The conclusion of my study originates from three key questions:  

    1. How do the students use their mother tongue as a method of support in a preparation class?
    2. In which situations (with who and when) do they use their mother tongue as a method of support?
    3. Which resources do the students use to support them with their mother tongue?

    To conduct the study I have used the qualitative method called participant observation. This is a technique in which I follow and observe two students in three different times. The study is based on previous research on second language development.

    The results shows the different ways students use their mother tongue and how all the different aspects prove to be significant in the students language development. The basic knowledge and experience they have from their first language is very helpful for the development of the students second language. The results also shows that the students use various types of code-switching to communicate with each other and how the group support each other through their mother tongue.

  • 8.
    Ahnoff, Örjan
    Södertörn University, Teacher Education.
    Resor i rum, tid och relationer: Läroböckers geografiska perspektivväxlingar i historisk jämförelse 1890-tal/2010-tal2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines how textbooks in primary geography offer readers to make changes in perspective. As the title suggests, spatial/temporal awareness and understanding of social relations are seen as interconnected aspects of what changes in perspective is about.

    Two contemporary textbooks used in Swedish primary school are analyzed, as well as one written in 1893 by the Swedish reform educator Anna Whitlock. The analysis is made with tools from multimodal social semiotics and critical linguistics. Understanding didactics on a basis of curriculum theory, distinguishing varied offers of meaning is seen as an important basis for making decisions in didactic practice. The essay offers arguments to support that view.

    A historical perspective is used to illustrate constructions of school geography in our time. Attention is paid to how the text from the 1890s introduces spatiality by letting the reader relate to the physical world, while spatiality in the texts from the 2010s is framed by social relations. When differences between the contemporary textbooks are described, some specific design choices offering varied reader interactions are suggested being crucial for inclusions/exclusions of experiences and worldviews.

  • 9.
    Ahnoff, Örjan
    Södertörn University, Teacher Education.
    Resurs för orientering: Interaktivt satellitfoto i barns samtal om plats2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay examines a way of letting children relate to place through an activity based on one-to-one conversation with an adult, supported by interactive satellite photo on a tablet computer. The investigated activity may be seen as a research method or an educational activity. Two questions are addressed: What kinds of experiences of place are possible to communicate in the activity? and How are conditions for this communication formed through the activity? The results are compared to previous research on activities such as walks, photographs and drawings.

    Eleven children at the age of 8 participated in the activity. Screencasts and audio recordings were made and analysed in order to answer the research questions.

    The work is based on geographical theory, starting with a discussion on place and space, and is further inspired by approaches in the research field Children’s geographies. In addition to this, design activity in learning processes is used a theoretical and analytical perspective.

    I argue that interactivity with a secondary representation of place (the digital satellite photo) can be described as something in between of place-interactivity and non-place-interactivity, and in between of creativity and non-creativity. At the same time, this inbetweenness forms a specific, new condition for communication. Furthermore, through observations of how the participating children make interpretations of, and negotiate, the activity, I discuss children’s need of room for sense making. Finally, I suggest that contemporary research methodology with children can be seen as a didactic example, demanding adults to put children’s rights, interests, participation and agency first.

  • 10.
    Alhalabi, Alia
    Södertörn University, Teacher Education.
    Förskollärares användning av IKT för att synliggöra och utveckla barns skapande2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is togain more knowledge and a deeper understanding about the use of digital technology in the educational work in preschool settings. The particular objective of the study is to gain insight in preschool teachers’ view upon their work with ICT and to which extend their use of ICT tools advocates the child’s creative abilities.

    The study starts froma qualitative approach. Qualitative interviews and non-participant observations were conducted at twodifferent preschools. Interviews and observationscompleted and supported each other forgave a reliable performance. The results indicate participatingpreschool teachers’ digital skills and use of media and ICT and ICT’s effect on children’s creation. It appeared in both theoretical and empirical research material that the media educational approach is playful, with a focus on opportunities and that it organizes the children's learning.

  • 11.
    Aliaga, Valeria
    et al.
    Södertörn University, Teacher Education.
    Idle, Hodan
    "För att man saknar nästan föräldrarna...eller mycket!": En studie om hur barn berättar om sin vistelse på ob-förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: Thestudy's purpose is to with the help of interviews and conversations with children and teachers, examine the educational activities of the preschool on unsocial hours from a child's perspective, focusing on children's participation.

    Question at issue: How do children talk about their stay in the Ob-kindergarten? How does the teachers' responses relate to what the children tell?

    Method: Qualitative methods, interview, grounded theory Main theoretical connection: postmodernism, attachment theory.

    Conclusion:We have concluded that very little is known about the swedish preschool on unsocial hours(from now on uh-preschool). Based on the responses we received during our interviews, we see that children's attitudes and their willingness to be on uh-preschoolisvery much depending on the relationship between them and the teachers. We see that children who feel that they are being listened to and respected, is over all more favorable to reside inthe uh-preschool.

  • 12.
    Allaf, Zahra
    Södertörn University, Teacher Education.
    Dansa fritt: En kvalitativ studie om barns dansupplevelser på förskolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The main purpose of this study is to examine how preschool children experience dance. Starting from the child's experiences and perceptions, I also want to investigate in which manner the child's creativity and learning are promoted through dancing. A qualitative approach was chosen to the study and the information was gathered through observations and open interviews with participating children. In order to understand and interpret children's experiences, a hermeneutic and phenomenological stance was taken. Data were analysed using Vygotsky's, Winnicott´s and May´s theory of play and creativity together with Dewey’s theory of experience and learning as points of view. The results indicate that dance created a forum and an opportunity for children to act out and express their creativity and learning. The children's curiosity was awakened by body movement, which allowed them to develop their creative and practical skills in an expressive, aesthetic manner. Dance enabled the children to establish a sensitive relationship and intensive interaction with each other and the surrounding world.

  • 13.
    Almlöf, Sophie
    et al.
    Södertörn University, Teacher Education.
    Thongsong, Mari
    Södertörn University, Teacher Education.
    "Jag ser dig och jag bryr mig om dig": En fenomenologisk studie av förskollärares omsorgskunskaper vid lämningar2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to seek knowledge about care by interviewing preschool teachers regarding daily drop-offs. We have explored what this knowledge consists of, where it comes from and how they apply it in their profession at large. By using phenomenology as our theoretical approach, we seek the essence of their knowledge by including their whole lived experience. We also use Aristotle’s concept fronesis, to analyze our material. By doing this we aim to broaden standards of knowledge and professionality. Our results show that the essence of the preschool teachers´ knowledge in the situation of daily drop-offs, comes down to the their empathetic and responsive ability, since every child and situation requires a different approach, depending on the childs different needs. We discovered that this is a form of knowledge owning its’ own logic, based on ethics of care, which we see as our most important result. Our conclusion is therefore, that caring is a form of knowledge that is a part of the preschool teacher profession and should also be included as one. Pedagogy in Swedish preschools integrates an educational and caregiving practice and should also be based on scientific methods and evidence-based practices. It is important that the educational aswell as the caregiving element become subjects of scientific research.

  • 14.
    Almqvist, Daniel
    et al.
    Södertörn University, Teacher Education.
    Rehioui, Faycal Elias
    Södertörn University, Teacher Education.
    Hur förskollärare utvecklar kompetens genom reflektion2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to create an understanding of the phenomenon of reflection. In order to gain a deeper understanding of the concept, we chose to interview four preschool teachers. The preschool teachers met with colleagues in their pre-school area regularly during the autumn and spring terms 2014-2015, to develop their skills through reflection. We wanted to examine whether these meetings influenced their understanding of the concept of reflection, as well as their ability to reflect. We tried to get a hold of these two elements through the questions in our interview.

    Our three most interesting findings in this study are. The preschool teachers in our study makes a fundamental theoretical difference between how you look at and define the reflection with children and how they look at peer learning. A distinction is difficult to justify theoretically. Our second interesting finding was the importance and the difficult task to keep the reflections away from mainly be about giving each other "tips and advice". Our last finding is the need of good leadership skills of the one who have the task to lead the reflection.

  • 15.
    Altuntas, Ann-Sofie
    et al.
    Södertörn University, Teacher Education.
    Kayalioglu, Josefine
    Södertörn University, Teacher Education.
    En jämförande fallstudie av en svensk och en turkisk lärares läs- och skrivundervisning i årskurs 1 i Sverige och Turkiet2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 16.
    Alveryd, Sofia
    Södertörn University, Teacher Education.
    "Jag ger dem kniven och gaffeln men de måste äta själva": En enkätstudie av 50 lågstadielärares attityder gentemot läsning, deras val av läsundervisningspraktik och den eventuella relationen dem emellan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this degree project, a survey-study of 50 Swedish primary teachers’ attitudes towards reading and their choice of reading instruction practice in Swedish was made. The aim of the study was to examine Swedish primary teachers’ attitudes towards reading and how they describe their reading instruction practice. This to make it possible to examine if there is a relationship between the teachers’ attitudes towards reading and the choice they make about their reading instruction practice. The study aimed to answer the questions below:

    • Considering the personal reading habit among the teachers, what kind of attitudes and perceptions of reading does the teachers in the study express?
    • When it comes to their reading instruction practice, based on what principals do they describe their practice? What is described as important by the teachers when planning and contemplating reading instruction practice in Swedish?
    • What does the teachers describe as successful motivators for a beneficial development in reading among the pupils?
    • Is there a relationship between the teachers’ attitudes towards reading and their choice of reading instruction practice? Is the choice of reading instruction practice among the teachers influenced by the attitude towards reading that they have?

    The theoretical bases of this study were based on theories of functions of reading, the literacy language practices emergent literacy and skill-based read readiness and also on the theory of attitudes value in decision making.As a conclusion, this study finds that there is evidence for a relationship between the teachers’ attitudes towards reading and their choice reading instruction practice in Swedish. It is shown that the teachers’ attitudes towards reading could be seen as influential in the choice of reading instruction practice. This since there is a correlation between how reading is defined, descried and how the purpose of reading is described, in both of the aspects which the study investigated.

  • 17.
    Alveryd, Sofia
    Södertörn University, Teacher Education.
    Lärarens roll i att skapa demokratiska medborgare: En diskursanalys av lärarens subjektspositioner i svenska läroplaner från år 1980 och år 20112015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this degree project, a study of the teacher’s identity in the Swedish curriculum of 1980 and 2011 is presented. The aim of this study is to examine and compare how the Swedish curriculum of 1980 and 2011, respectively, portraits the teacher’s role in creating democratic citizens. With discourse analysis of the teacher’s identity as the method, the study aims to answer the questions below:

    • How is the character of the teacher’s role in creating good citizens, described in the curriculum and the syllabus for social sciences?

    • What is included and excluded in the teacher’s duty within the task of creating good citizens?

    • What kind of perspectives on the purpose of education is formulated in the curriculum?

    The theoretical bases of this study are taken from; Joel Westheimer and Joseph Kahne’s categorizations of the democratic citizen, Gert J.J. Biesta’s account of the different functions of education, Leonora. M Cohen’s definitions of three philosophical perspectives on education and Carsten Ljunggren and Ingrid Unemar Öst’s model of teachers different reactions to controversy.

    As a conclusion this study finds that the portrait of the teacher’s role in creating democratic citizens has changed in its description from the curriculum of 1980 to the curriculum of 2011.The identity of the teacher has gone from describing a qualifying, socializing and pragmatic mediator of social standards in 1980’s curriculum to in the 2011’s curriculum describing a qualifying promoter of knowledge and discussion. The study also finds that the professional authority of the teacher is, in the curriculums, given very little room and instead focus lies on either the aspect of knowledge or pragmatism.

  • 18.
    Amrén, Therése
    Södertörn University, Teacher Education.
    ”En läsande klass – Träna läsförståelse”: Autentiska frågor vs icke autentiska frågor2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, I examined how the study guide for A reading class - Practice reading comprehension is used in both theory and in practice, based on the type of questions asked. The aim of the concept is to practice reading comprehension based on five characters: foretell lady, reporter, detective, cowboy and artist. I have studied what type of questions the concept use and categorized these questions as authentic- or non-authentic questions. I have also studied how two teachers in Central Sweden use the concept, what type of questions they ask and then categorized them as authentic- or non-authentic questions. My results shows that the concept of A reading class - Practice reading comprehension use most authentic questions unlike the teachers who use slightly more non-authentic questions. The authentic questions give the students a greater opportunity to speak, unlike the non-authentic questions. When the students speaking space becomes greater the power relationship between the teacher and students becomes more equal.

  • 19.
    Amrén, Therése
    et al.
    Södertörn University, Teacher Education.
    Engman, Åsa
    Södertörn University, Teacher Education.
    Den synliga och osynliga maktutövningen i klassrummet: En undersökning av maktstrukturer, undervisningens ramar och normer i ämnet svenska i årskurs 22016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this essay is to highlight the space students receive through teachers´ questions in text conversations from a power perspective. The empirical data is based on observations in the classrooms, and student and teacher interviews. The ambition of this essay is to investigate the way power and standards reproduce and are created in classrooms. This is preformed through observations. Through interviews with students and teachers the study aims to display their experiences and reflections about the space provided. Methods used in the study are both quantitative and qualitative. The material in this study is represented by two schools and four classrooms in grade two.

    The theoretical framework is based on Foucault's theory of power and on Åsa Bartholdsson´s concept of "friendly exercise of power". The theoretical framework is also based on exercise of power as it has been analyzed in Donald Broady´s "educational frameworks" and the relationship between these frames and power, as well as the analytical concepts of speaking space, action space and interaction space.

    The results show that speaking space in the classroom is dominated by closed questions. To answer the teacher's questions the student needs to sit still on a chair and raise the hand and also that teachers do not create enough opportunities for students to refer to each other’s reply in conversations about a text.

    The conclusion that can be drawn is that teachers teach students through hidden power shapes and democratic forms for students' future roles as democratic citizens.

  • 20.
    Anderberg Ökvist, Malin
    et al.
    Södertörn University, Teacher Education.
    Fagerlund, Christina
    Södertörn University, Teacher Education.
    Barns introduktion till förskolan: en studie utifrån sex pedagogers upplevelser och resonemang om inskolning2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of our study is to highlight the knowledge of the small child's introduction to the new world of preschool. Five teachers and one child care provider has been interviewed about their experiences regarding the infants introduction seen as a phenomenon. Our thesis approach is inspired by phenomenology but with focus on two central concepts, lifeworld and essence. Our research questions focus on the following aspects: educator´s experiences of the introduction to preschool, what do the educators believe is significant for the introduction and how do the educators reflect on their role of profession? The surveys data is collected with the method of qualitative interviews followed with an analysis based on the phenomenological approach. From our analysis we have been able to determine the essence which is presented as three categories; relation between educator and child, the meaningful context and the educators own role of profession. In our findings we could see that children are being introduced to preschool accompanied by other children, they are being introduced as a group. The educators works with two different models concerning the introduction to preschool. One model where the parent´s role during the introduction is to be active and to participate in the daily activities along with their children. As opposed to the other model where the parent´s task during the introduction is to keep a secluded role. Five educators out of six are satisfied with their way of working regarding the introduction, however some of the educators express a frustration regarding insufficient guidelines concerning introduction of the little child into the world of preschool from the Swedish authority Skolverket. One conception that is recurring in different contexts is safety and the children’s capability to attachment. All educator´s believe that the relation between educator and child is of great importance for both children and parents when it comes to the introduction to preschool. Children and parents need to feel confident in this new meaningful context that they are being introduced in. The educators express the importance of a confidence-inspiring educator.

  • 21.
    Andersson, Amanda
    et al.
    Södertörn University, Teacher Education.
    Redgård, Madeleine
    Södertörn University, Teacher Education.
    Nu ska jag läsa så nu måste ni vara tysta!: En studie om barnlitteratur i förskolan2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how children's literature used at preschool, focusing on social interaction between the children ́s and between the children and the educators. Through interviews and observations at four preschools, we studied the way in which teachers and children made use of children's literature.We propose the following questions:

    • In wich way does the preschool teachers using the children’s literature at preschoolin a verbally interaction?
    • What is the purpose when the educators using the childrens’s literature?
    • How is the children using the literture that exist at the preschoolin a social interaction?

    This study is based on a qualitative method with interviews, observations and audio recordings. Our theoretical approach to this study is the socio -Cultural perspectiveLearning and development by Lev Vygotsky. We will also use John Dewey, highlight the concept of experience.

  • 22.
    Andersson, Anna
    Södertörn University, Teacher Education.
    Barn i behov av särskilt stöd i förskolan: Pedagogers resonemang om sitt arbete2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My title is children in need of special support –pedagogues reason about their work and has focus on how eight pedagogues in preschool that I have interviewed define the concept children in need of special support and how they reason about the work with the children who they think are part of the concept. The purpose was to examine how some pedagogues in preschool reason about how they work with children in need of special support. My questions that I have assumed in interviews are;

    1. How do the pedagogues reason about the concept children in need of special support?

    2. How do the pedagogues reason about the daily work with focus on children in need of special support?

    3. How do the pedagogues reason based on the preschools approach about children in need of special support?

    My conclusion in this study show, based on pedagogue’s reason, that the concept of children in need of special support is difficult to define because it includes so much, everything from diffuse difficulties to visible disabilities. Furthermore, the pedagogues identified that all children who show some form of difficulty are entitled to support based on their own needs and circumstances. They emphasized on the environment as an important factor in children’s development, because different factors can both enable and disable the development and strive to adapt the environment so that all children can participate based on their abilities. The pedagogues proceed from the individual’s difficulties to adjust the work outside the individual’s needs. A highlight in the pedagogue’s reason is how the environment affects the individual’s development, which I can relate to my perspective, the psychosocial perspective. The starting point in the perspective is how the environment affects the individuals development and how environmental factors affects how several an individual's difficulty will be.

  • 23.
    Andersson, Elina
    Södertörn University, Teacher Education.
    Ris, ris, jag vill bara ha ris!: En essä om den pedagogiska måltidens syfte2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is about the pedagogical meal in preschool. In my essay I describe a dilemma where I, as a teacher felt stressed and insufficient as an educator at the lunch situation with the children in preschool.

    I felt how the stress makes me unfocused. And I feel depressed knowing that what could be a peaceful moment aren’t the forum for learning as I know a pedagogical meal can be. In the essay I use relevant literature perspective on stress and how it influences the children and the teachers in a learning situation.

    I will describe in what way a stressed meal has a negative effect on the children and me as a teacher. And how I, as an educator, can promote a positive learning situation and environment at lunch.

    To get some perspective, I attended another school to observe the meal situation. The teachers have extensive professional experience, and are actively working to achieve a meal situation, in an non stressed environment suitable for learning. At the same school I also interviewed one of the teachers about her view on how a meal can become an environment for learning.

    The curriculum 98/10 serves as guiding documents in preschool and is influenced by Vygotsky’s theory of language and interaction as a tool for development, therefore is his theories included in the essay to create a relevance to all active in preschool.

  • 24.
    Andersson, Julia
    Södertörn University, Teacher Education.
    Innehåll och undersökande i NO: En studie om innehållsframställningar och undersökande arbetssätt i läroböcker och lärarhandledningar i NO för grundskolans årskurs 1-32016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how educational materials for science in the early school years are portraying information and facts. How the belonging educational manuals can be used as a complement to the content in the educational materials and their help for an inquiry-based instruction are also going to be investigated. Through analysis of the educational material and manuals, the following questions will be answered:

    • How is the content in the educational materials portrayed? 
    • How can the educational manuals support an inquiry-based instruction?

    The content is categorized as established, explaining, reflecting/analyzing or normative distinction based on the theoretical division by Ammert (2011b). Analysis of how the educational manuals promotes inquiry is based on a level division by Banchi and Bell (2008) who describes four different levels of inquiry. Confirmation inquiry to an open inquiry.

    The results of this study indicates that the content in the investigated educational materials is mostly presented as established facts. Explaining and reflecting facts can be seen in at least one of the educational materials. The educational manuals can be a tool for teachers to make the instruction inquiry-based, but teachers have to make a lot out of the material themselves to reach an open inquiry.

  • 25.
    Andersson, Julia
    Södertörn University, Teacher Education.
    Att segla över ett okänt hav, till en okänd destination: En studie om att klargöra och delge lärandemål i matematik i en årskurs 22016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how learning intentions are sheared and clarified during lessons, as a part of formative assessment. Studies have shown that the capability of formative assessment is an important part of teacher quality and that clarifying the intention with the lessons promotes the activity in the classroom. My study is going to focus on mathematic in a second grade class. The three questions that I am going to investigate are:

    • How learning intentions and criteria for success are sheared and clarified in the instruction in mathematic?
    • How do the pupils describe what the learning intentions in mathematic are?
    • How do the pupils describe how they get to know the learning intentions in mathematic?

     

    The method that I have used to investigate the first question is observation of eight lessons in mathematic, in two different mathematic groups. The second and third questions focus on the pupils and interviews with pupils are therefore used to investigate them.

     

    Formative assessment and strategy one, clarifying and shearing learning intentions and criteria for success are used as a theoretical framework in the analyze of the results. The conclusions I have reached are that the mathematic book is a big prat of the lessons and both the teacher and the pupils make it seem like the main intention of the lessons. A summative test was done during the study and it indicated that high scores seem to be more in focus than the knowledge and understanding. Almost all the pupil that I interviewed describe their IUP-intentions (plan for individually developing) that they have been given in the beginning of the year. The pupils were not sure what the intentions meant and told me that they never used them after they get them, which they do in the Swedish education.

  • 26.
    Andersson, Karin
    Södertörn University, Teacher Education.
    A holistic approach to early childhood education: An exploratory study of a holistic approach to early childhood education in India2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore the idea and method of holistic education and if traces of these can be found in four preschool teachers’ statements about their practices in two private preschools located in the state of Tamil Nadu in India. Working holistically is something which UNESCO (Marope & Kaga, 2015) recommends when it comes to early childhood care and education. In a developing country like India primary education is important to growth and development. It is one of the main sustainable development goals and early childhood education is considered a means to reach this goal. This study aims to provide some insight into what a holistic approach to early childhood education can entail.

    In this study I have explored literature to gain a theoretical knowledge of the idea and working methods of holistic education through a literature review. I then conducted a qualitative interview study where I traced the ideas and methods found in the literature in four preschool teachers’ statements about their practices to gain an understanding of what ideas and methods found in a preschool setting can be considered to lead to holistic outcomes. The results show that the idea and methods of holistic education, as I understand it through the literature review, were evident in the teachers’ statements to various extent, and that that inclusion, balance and connections lead to holistic education. Even though the teachers do not explicitly work with holistic education as Miller (2007, 2010) describes it, this study found that the practices of the teachers, as described by them, promote similar ideas and the same methods could be found. This study can provide a concrete understanding of what a holistic approach to early childhood education can and should involve.

  • 27.
    Andersson, Malin
    Södertörn University, Teacher Education.
    NO är frågan: Lärare och elevers frågeställande under NO-lektioner2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines what kinds of questions teachers and students ask during science lessons in three primary schools in Sweden.

    The study is based on the following questions:

    • What kinds of questions do the teachers ask?
    • How do the teachers describe the question asking behavior they use in the lessons?
    • How do the teachers follow up students' answers?
    • What kinds of questions do the students ask and how do teachers handle these inclass?

    This is a qualitative study based on interviews of four primary school teachers and observations of their Science lessons, covering topics as the solar system, electricity and the lives of the magpie and the squirrel. The theoretical frame of the study is social constructivism, which focuses on how knowledge is constructed in the social context of the classroom through language and other semiotic means. The questions asked by teachers and students are classified into two levels (high-order and low-order questions) based on Bloom's taxonomy.

    The results of the study shows that teachers mostly ask low-order questions during these lessons and that they ask three times as many questions as the students. In lessons where more “abstract” topics were discussed, such as the solar system, the low-order questions were more frequently asked by the teachers. The students asked questions when they were “invited” to do so and they asked more high-order questions during lessons where “abstract” topics were discussed.

  • 28.
    Andersson, Malin
    Södertörn University, Teacher Education.
    Läsloppet: om läsmiljö och läsmotivation vid deltagande i en lästävling2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    We cannot say for sure that competitions in theoretical subjects has increased in Swedish schools. However, Swedish educators testify that the number of competitions in school has increased in recent years. Läsloppet is a reading competition aimed at third-graders, and is carried out in cooperation between the municipal library and the schools in a municipality in the southern parts of Stockholm. This case study examined how a third grade teacher reason about participation in this reading competition and how her class work with literature reading during the competition. Through a survey it also examined her students’ thoughts on reading in general and on participating in Läsloppet.

    Within the theoretical frame of Aidan Chambers theories of reading environment and “the reading circle”, combined with various aspects on motivation, the purpose of this paper was to examine how Läsloppet could serve as a reading promotion tool, and what participating in a reading contest could mean for students’ motivation to read.

    The questions used to answer this was:

    • How can participating in Läsloppet be described based on the concept reading environment and various aspects of reading motivation?
    • How does the teacher describe the participation in Läsloppet from an educational perspective?
    • How do the students experience reading in school and the participating in Läsloppet?

    Results showed that students with motivation in reading benefits the most by participating in the reading competition. Students with low or no interest in reading seems to show low interest in reading even after participating in the contest. From an educational perspective the competition had some positive effects in creating a good reading environment for the class participating in this study.

  • 29.
    Andersson, Sanna
    Södertörn University, Teacher Education.
    Formativ bedömning inom svenskämnet: En studie av en lärares och elevers feedback samt upplevelser av återkoppling och kamratbedömning2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to investigate formative assessment and formative feedbacks effects on students. One teacher describes through interviews her experiences of formative assessment and feedback. Also the students' perceptions are described. It is examined through observations, how different types of feedback is communicated by the teacher to the student and among students. This study wanted to highlight the effects formative assessment and formative feedback may have on their learning and motivation. This with particular interest in the Swedish lessons. I chose to concentrate on this following questions:

    • What types of feedback communicates from teacher to student, and students among each other?
    • How does one teacher describe her feedback and how it affects student motivation and learning process?
    • What is the student’s thoughts on the feedback they give and receive from each other and how it affects their motivation and learning process?

    Formative assessment includes five strategies that shape the students to reach the goal in which three actors are involved. Those are the teacher, other students and the pupil. One of the five strategies is formative feedback, that can identify and provide the student information which helps the student to gain insight on how a task should be solved. Different types of feedback are identified by Hattie and Timperley and had the function as analyses tools in this study.

    The method of this study was qualitative, though I have done observations in one classroom of 26 students for five days and interviews with one teacher and 10 pupils in the school year 3 (9-10 year-olds).

    The result showed that the teacher used mostly process-oriented feedback and the pupils became to use it through time. The result also indicated that the students' learning process and motivation was affected to the extent that they were more independent, seeking feedback from peers and became more engaged in the lessons with time.

  • 30.
    Andersson, Sanna
    Södertörn University, Teacher Education.
    Litteraturens möjligheter i värdegrundsarbetet: En kvalitativ studie om lärares arbete med värdegrunden genom litteratur2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Studien syftar till att beskriva hur fyra lärare mot yngre åldrar förhåller sig till och arbetar med värdegrunden genom litteraturen. Där litteraturen används som ett pedagogiskt verktyg för att förebygga konflikter eller belysa andra frågor som berör skolans värdegrund. Utifrån detta diskuteras litteraturens möjligheter och funktion i skolans värdegrundsarbete och därtill lärares beskrivna mål med värdegrunden genom litteraturarbetet samt val av litteratur. Studiens övergripande mål är att föra en diskussion om synen på skolans huvudsakliga uppdrag kunskapsuppdraget och värdegrundsuppdraget. Denna studie beskriver hur lärare förhåller sig till kunskapsuppdraget och värdegrundsuppdraget, där litteraturen får ha en central plats för arbetet med värdegrundsfrågor. Studien är också en beskrivning av lärarnas ämnesuppfattningar inom svenskämnet.

    Studien utgår ifrån följande frågeställningar:

    -Hur beskriver lärarna sitt arbete med värdegrunden genom litteraturen? 

    -Vilka förtjänster respektive utmaningar upplever lärarna att det finns med ett arbetssätt där litteratur används i värdegrundsarbetet?  

    -Vilka mål beskriver lärarna att de har med sitt arbete med värdegrunden genom litteraturen?

    -Hur motiverar lärarna sina didaktiska val av litteratur i syfte att beröra värdegrundsfrågor?

    Studiens valda metod är kvalitativa metoder genom lärarintervjuer och har därför ett lärarperspektiv. De utvalda lärarna har alla svenska som ett av sina huvudämnen. Det empiriska materialet analyseras utifrån teorier nära Louise M. Rosenblatts tankar om litteraturen som en nödvändighet i en demokrati och för att utveckla demokratiska medborgare. Även Gunilla Molloys syn på svenskämnet som ett demokratiämne samt Aidan Chambers teorier om litteraturläsningens inverkan på individen tas upp.

    Resultatet visar att lärarna har en konstruktivistisk syn på värdegrundsarbetet inom värdepedagogiken då värdegrundsfrågor arbetas medvetet med i hantering av konflikter och förebyggande värdegrundsarbete. Resultatet visar att lärarna ser litteraturen som en möjlighet att utveckla både elevers demokratiska värderingar och demokratiska förmågor. Litteraturens möjligheter att utveckla den känslomässiga inlevelseförmågan innefattande empati och förnuft genom att göra textkopplingar till sig själva och världen omkring sig framkom som centrala delar av arbetet med litteraturen. Lärarna beskriver rika möjligheter till deliberativa samtal utifrån litteraturen i undervisningen till att arbeta med värdegrundsrelaterade frågor men det framkom som en utmaning att få med alla elever i samtalen. Lärarna väljer texter utifrån elevernas samt gruppens behov och tidigare erfarenheter och kan därför sägas ha en erfarenhetspedagogisk ämnesuppfattning. Det framkom att lärarna inte bara ser svenskämnet som ett färdighetsämne utan också som ett demokratiämne med många möjligheter att bidra till den växande människans utveckling av demokratiska värderingar.

  • 31.
    Anderö, Jonas
    Södertörn University, Teacher Education.
    En elev som till slut exploderar: En vetenskaplig essä om praktisk kunskap vid problemskapande beteende2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This scientific essay starts in a story where you get to follow me in my work by three situations with creative problem behavior at the special school where I work. The story culminates in a dilemma where I ask myself questions about how I look at my actions and my thoughts about the student. I break down and put these thoughts into three questions: What is my student's perspective and how will it affect my actions? How can I explain my actions and attitude of the student from ethical perspective? How do my practical knowledge look like in the narrative situations and why do I act like I do?

    My approach is to get answers to the questions by the reflection of the text itself, the reflection group and supervisors, as well as through literature that I find relevant to the issues. The process is like a pendulum motion between text, reflection and new understanding.

    I look at my situations based on psychological theories about the treatment of persons within the autism spectrum of problems creative behavior. My ethical issues, I see from the theoretical perspective which includes Aristotle, Levinas and Kant.

    I find that the answer to my questions can be paired with my practical actions. I notice that by putting words to them I get a new understanding of my actions. I see that most of the acts I do is based on the knowledge of my student's perspective and I find similarities to my situations and my acts to the literature. I approach it as my works practical wisdom.

  • 32.
    Andrén, Sandra
    et al.
    Södertörn University, Teacher Education.
    Zaoujan, Sara
    Södertörn University, Teacher Education.
    Språkpraktiker i samhällskunskap: Begreppsanvändning och lärande i två skolor med olika grad av mångfald2016Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine (from a didactic perspective) how two social studies teachers who work in two different elementary schools, grade three, pursue their oral instructions with subject terms. We have selected these four following questions as main evaluation points throughout the study, basing our conclusion upon the information composed from the answers: Which of the five “conceptions of high order thinking” do the teachers value as the purpose for the teaching content? How do the teachers in their use of notions relate to the needs of second language students and how do they reflect on it? How do the teachers use subject-specific notions in their teachings practices? How are students given the opportunity to use, communicate and integrate around notions and how are the teachers reflecting on it?

    In this study we applied two types of qualitative methods. Six observations combined with interviews in the form of four short unstructured interviews and an in-depth interview with each teacher. Previous research shows that great linguistic skills are a common factor for success in all subjects. Our investigation has been made from a sociocultural theory that promotes learning through interaction with others as well as by receiving support from the teacher, through scaffolding.

    Our result indicates, in conclusion that the number of second language learners in the class has an impact on how actively the teachers work to concretize abstract notions. The student population determines how they in teaching practices use notions. Social issues also decided how the teachers gave students room to use notions. For teacher no. 2 who worked in an environment where the second language students were a majority, a second language perspective was an obvious matter, whereas teacher no. 1 considered it to be a management issue and a collective responsibility.

  • 33.
    Anneli, Kihl
    Södertörn University, Teacher Education.
    Utomhusvistelse i förskolan: En studie om förskollärares upplevelser och uppfattningar2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Forskning visar på att barn i dag är ute och leker i allt mindre omfattning än för 20 år sedan. I läroplanen för förskolan står det att förskolan skall främja barnens hälsa och välmående genom att locka till den lek och rörelse som krävs för att barnen ska kunna utveckla sin koordinationsförmåga och motorik. Lärandet skall ske i såväl inom- som i utomhusmiljöer, och i utomhusvistelsen skall barnen ges möjlighet att växla mellan planerad miljö och naturmiljö. I hur stor omfattning barnen på en förskola får vistas ute och i vilken typ av miljö skiljer sig nämnvärt mellan olika förskolor. Denna studie ämnar lyfta vilka olika faktorer det är som påverkar i hur stor utsträckning barnen på förskolor kommer ut under den dagliga verksamheten genom att svara på frågan: Vilka faktorer är det som påverkar förskolors utomhus- och naturvistelse? För att uppnå studiens syfte intervjuades sex stycken verksamhetsansvariga på sex olika förskolor angående deras uppfattningar och erfarenheter av detta fenomen.

    Undersökningen har utgått från den empirinära fenomenologin genom kvalitativa intervjuer med låg grad av strukturering som transkriberats och analyserats efter en fenomenologisk analysmodell. Resultatet av analysen visade att förskollärares syn på placeringen av förskolorna har betydelse för utomhus- och naturvistelsen omfattning, men det är inte den tyngsta faktorn. Vad för sorts gård förskolan har, hur den är placerad och utformad, samt vilken storlek den har spelar också in, då det visade sig att förskolor som har tillgång till bättre gårdar nyttjar dem oftare. Även förskolans tillgång till naturområden att besöka spelar in. Hinder som genomsyrar hela materialet är bristen på personal och stora barngrupper samt personalens utbildning. De faktorerna som identifierades som de med störst påverkan var dock personalens egna intressen och erfarenheter och huruvida det fanns någon så kallad "eldsjäl" som brann för naturen och utomhusvistelse, samt om förskolan i sig arbetade efter en särskild naturinriktning.

  • 34.
    Anstedt, Ulrika
    Södertörn University, Teacher Education.
    Förskollärarens stress: En empirisk studie om förskollärarens upplevelse av stressen på sin arbetsplats2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this empirical study is to explore the manner in which seven preschool teachers perceive their work environment when dealing with stress. Interviews, combined with a questionnaire are the methods used in this study. During the interviews, they express their feelings and strategies for stress. Coping and the demand-control-support model are theoretical concepts that are used in this study. The results of the study reveal that preschool teachers feel that large groups of children, high noise levels, heavy workloads and high demands make them feel stressed. Their strategies to reduce stress were to divide the children into smaller groups, organize and prioritize their duties and help each other. The results show that a high job satisfaction among preschool teachers is beneficial in reducing stress. The conclusion demonstrates that preschool teachers need more time for planning and reflection, and fewer children in the preschool groups.

  • 35.
    Ascard-Erlandsson, Lisa
    et al.
    Södertörn University, Teacher Education.
    Tuormaa, Liina
    Södertörn University, Teacher Education.
    Inflytande och delaktighet: Allt handlar om möten2015Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats är ett examensarbete på 15 hp och behandlar hur förskollärare och barn, på en förskola, upplever barns inflytande och delaktighet i verksamheten. Studiens syfte är att få en inblick i och förståelse för hur förskollärare och barn upplever barns inflytande och delaktighet, på en förskola. Vi vill även undersöka förhållandet mellan deras upplevelser. Studien har gjorts med en kvalitativ forskningsansats och empiri har samlats in via intervjuer och fokusgrupper. Vår text är skriven utifrån ett sociokulturellt perspektiv med en filosofisk hållning inspirerad av Reggio Emilia filosofin. I resultatet framkom det att förskollärarna upplevde olika påverkansfaktorer för barns inflytande och delaktighet i förskolan. Barnen i studien upplevde sig nöjda med hur mycket de fick bestämma. I resultatet vid jämförandet av gruppernas upplevelser såg vi en likhet i att både förskollärarna och barnen menade att olika mötesplatser har en central roll gällande barns inflytande och delaktighet. Förskollärarna var dock oroade över att barnen inte ges samma möjlighet till inflytande och delaktighet i förskolan. Vårt resultat visar att barnen inte reflekterat över detta.

  • 36.
    Audrey, Morrissey Furehed
    et al.
    Södertörn University, Teacher Education.
    Raouf, Nada
    Södertörn University, Teacher Education.
    Det kompetenta barnet: En essä om olika sätt att uppfatta vad barns ”kompetens” är2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this essay, we have investigated the concept of the “competent child”. Our dilemma is grounded in the fact that we adults have different opinions regarding what a “competent child” is. By this we, Audrey and Nada, mean that the term “competens” means different things depending on the context in which it occurs. Using Montessori pedagogy and Reggio Emilia educational philosophy, we have analyzed how adults view children's “skills”. We have investigated how the concept of the “competent child” can be explained by the concepts of influence and participation. By using two different stories we have highlighted the dilemma we have experienced regarding what a “competent child” is. Throughout our investigation of these stories we have used two different perspectives regarding how adults view children. The first story is about Frank, and raises the issue of how teachers' approach to preschool children can differ. The second story about Erik, looks at how a parent’s stress can negatively affect an everyday situation and result in a conflict with their child. These different approaches and opinions on children's skills can cause conflicts between adults. When such conflicts arise, they become problematic for us educators. With this essay, our goal is to understand why these conflicts occur and the reasons for our different views on what a “competent child” is.

    We have used the following questions as the starting point for our investigation:

    • What is meant by the term "The competent child"?

    • What is a competent child in practice?

    • How is a child's development and self-image affected by their teachers and parents views of their skills?

    Our goal is to explore various aspects of how our adult world affects children and the possible consequences our actions can have on them. In this essay we have used the method of writing and reflection over two stories which are taken from our practical experience within preschool and working with children. We have reflected over the dilemma in our stories and pondered over which skills or knowledge are seen as crucial in today's society for children to possess, if they are to be seen as competent.

  • 37.
    Ayhan, Cile
    Södertörn University, Teacher Education.
    Matematikundervisning på ett andra språk: En kvalitativ studie om lärarens kunskaper och strategier2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The Purpose of this study is to examine teachers´view and strategies regarding mathematics education for second language students.

    Method: The Study is conducted using a qualitative approach, in wich data has been obtained trough interviews and observations.

    Conclusion: Based on my empirical findings, i conclude that teachers believe they need to find out the reasons behind second langugage students´difficulties in mathematics in order to plan their teaching. By wich this should benefit these students-knowledge development. According to the teachers participating in the study, difficulties in mathematics are due to lacking Swedish language skills and the students´background. By focusing on the langugage during the teaching process and by creating different forms of communications, the circumstances for second language students can be strengthen. This Study indicates that teachers agree that second language students need support in mathematics educstion in order to achieve the learning objectives in rqual terms as the first language students.

  • 38.
    Babaoglu, Serife
    Södertörn University, Teacher Education.
    Hur hanteras likvärdighetsfrågan vid läromedelsselektionen i religionskunskapsämnet?: En av lärarprofessionens många utmaningar2015Independent thesis Basic level (degree of Bachelor), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Earlier this spring I was doing my teacher traniee where my main task was to teach religion to high school students. The classes which I was reponsible for and taught religion in were; Natural Science programme, Economics programme and Business- and administration programme. The latter national program is a practical eucational programme. In my preperation of my own lessons I realised I needed teaching material. I was advised, by a teacher at the school, to choose two different textbooks so that I would be able to accomodate different needs within the three groups. The accommodate was needed since I was told that the students who were part of the practical programme don´t like to read as much as the others, they would need a less advanced book. This discussion intrigued me and made me wonder ho textbooks are chosen to accommodate the different needs of all pupils. This essay will present a few problem areas that religions teachers have to deal with. Some of theses problem areas are; how do teachers choose textsbooks depending on the type of student group that religious teaching is taught in, is the textbook selection handled differently depending on whether the teaching is done in a practical programme, or a theoretical programme, in this case how? I decided to interview four high school teachers for this essay. The result gave me a broader knowledge about teachers difficulties during the text book selection process. All four respondents has several things in common but especially one thing. They all agree to the lack of time in religous education as a tremendous issue that shoud be discussed on a political level. Equivalent education is also discussed as a problem when it comes to the definition as the syllabus and curriculum does. The main question these teachers asks themselves is: How am I supposed to put equivalent education into practice?

  • 39.
    Babirye, Maureen
    et al.
    Södertörn University, Teacher Education.
    Rathod, Charmi
    Södertörn University, Teacher Education.
    Förskolepedagogernas förhållningssätt till barn i den fria leken: Utifrån ett genusperspektiv2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this study was through qualitative interviews with six pre-school teachers and to get a deeper knowledge of how pre-school teachers relate and think about the gender perspective in the free play. We also wanted to get an idea on how they handle material in the relation to gender.

    Issues: How does pre-school teachers conduct themselves to gender towards children and their views on gender development over the years? What do pre-school teachers have for ideas about gender in the free play in activity? How do they handle gender coded material in the activity, their views about gender coded materials and unisex material?

    Method: We have used a phenomenological science approach which is an inspiration to a qualitative research. Qualitative interviews has helped us to get a deeper information about our study.  

    Theory: We have used Judith Butler's gender theory to explain how the concept of gender and sex are present as the basic theoretical tool in feminist theory.

    Results: The conclusion of our study is that pre-school teachers have different ways of conducting themselves to children in the schools. We have also noticed that pre-school teachers at the respective pre-schools are aware that they should relate to both girls and boys in similar ways and make positive impact on children. They also had a different idea of ​​what a free play is and how they use free play for children's development and learning.  Pre-school teachers in the respective pre-schools also had different ways of handling gender coded materials and unisex materials. 

  • 40.
    Backholm, Hannah
    et al.
    Södertörn University, Teacher Education.
    Elisabet, Petersson
    Södertörn University, Teacher Education.
    Estetiska uttrycksformer som stöd för andraspråksinlärning: i förskolor inspirerade av Reggio Emilia-pedagogiken2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how preschool teachers in preschools inspired by the pedagogical philosophy of Reggio Emilia use aestheticforms of expression to support the Swedish language development of children that have Swedish as a second language. We want to know how these teachers incorporate aesthetics in the work with second language learners and how they use creative expressions as tools in this process.

    The study is based on a qualitative method focusing on interviews with five preschool teachers. The interviews were held in four different preschools in the county of Stockholm, all inspired by the pedagogical philosophy of Reggio Emilia and all located in multicultural areas. The results are analysed with the help of three theoretical perspectives: Dewey’s theories concerning experience, pedagogy and art, the socio-cultural perspective and social semiotics.

    The results of the study show that aesthetics are a vital part of the ReggioEmilia-preschools we have visited, though they aren’t always incorporated in the work with the second language learners. Second language development was stimulated through aestheticforms of expression in both planned and spontaneous activities, with the help of the preschool teachers. Aestheticexperiences were used as tools through their potential to include everyone and introduce multiple paths towards language development. Preschool teachers also experienced that their presence and listening skills were important in this process. As they, for example, named things and happenings around the children they scaffolded the children’s second language development.

  • 41.
    Barashi, Susan
    et al.
    Södertörn University, Teacher Education.
    Kroik, Patricia
    Södertörn University, Teacher Education.
    Den som ger sig in i leken får leken tåla!: En studie om barns maktlekar2015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our essay is about children's exercise of power, oppression or domination in games or when playing on school grounds with one and other. We thought it would be interesting to look into how children in preschool and up to the fifth grade use power acts respective power plays in leisure-time. During four days we visited two different after-school center and carried out observations of children during the school day and later inside the recreation centers during leisure activities. In order to analyze our empirical material in relation to power, we have used Magnus Hörnqvist (2012) interpretation of Michel Foucault's theory of power - Another Foucault. We have also used Åsa Bartholdsson (2008) thesis about The regular exercise of power regime – about normality and power in school. The result is that from what we could tell from the children's interaction with each other is that self-relational activities is the exercise of power which leads to recreate standards organized around influence. Which is a power that is both of means of control and of resistance that is particularly useful for understanding children's participation. It constructs the individuals’ strengths where the differences is converted to privileges and positions in a hierarchical order in the schoolyard.

  • 42.
    Barkåker, Cicci
    Södertörn University, Teacher Education.
    Sommarhögskolans verksamhet: Ur ett learning-by-doing och elevperspektiv2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This paper is written to take a close look at teaching methods used at the Summer Academy (SHS), which is held at Södertörns Högskola in Stockholm. SHS is a subdivision of the institution of teaching education, which annually, during summertime, offers an eight-day program for pupils between 13-15 years of age, from different schools located in socio-economically disadvantaged suburbs of Stockholm. The intention of SHS is to give the participating pupils an insight into higher education, especially that of university. The purpose of the activities, such as field trips, guided tours and corporate visits, is to make pupils aware of their own responsibility for their educational situation through different methods of knowledge transfer, to diversify the means of the education, and to bring awareness to the array of possibilities which they have access to within the Swedish system of tertiary education.

    The study is based on six deep-interviews, three with pupils and three with student mentors. Together with 131 surveys from the course given during the summer of 2014, and theories of John Dewey on “Learning-by-doing”, the results show that pupils participation in SHS give them a better understanding for, and knowledge about their own educational responsibility.

    Another question this paper seeks to address is how significantly the SHS program is changing the pupil’s experience of education in general and their view upon higher education specifically. Throughout this process, the aim is that the pupils will have gained a deeper understanding for the differences in educational form, the pupils own responsibility for shaping their future and how they themselves can take charge of their educational choices. After having participated in the SHS program, the pupils have made mature and insightful choices for their future education, where an academic choice is closer to hand than prior to the program.

  • 43.
    Bartfai, Sara
    Södertörn University, Teacher Education.
    Algoritmen som kulturellt redskap: Fyra elevers förståelse av additionsalgoritmen2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this investigation has been to examine four students, in a second grade class in Stockholm, understanding of the addition algorithm. A small field study has been carried out including both interviews and classroom studies.

    Vygotsky’s socio-cultural theory and more specifically the concepts of mediation and cultural tools have been applied. Vygotsky asserts that our contact with the world is mediated by cultural tools. The addition algorithm is in this thesis seen as a cultural tool that the students are to appropriate.

    The results show a variation of the student’s understanding of the addition algorithm. Most importantly it shows that it is possible for students to “say more than they know” with the use of the algorithm. It is difficult to see how much a student really understand of a mathematical concept and easier to see if they do not understand it or are using it in an inappropriate way. Therefore it is necessary for teachers to form a dialogue with the students and ask them why they do as they do while using different mathematical concepts, such as addition algorithms, to acquire a perception of their mathematical understanding.

  • 44.
    Bartfai, Sara
    et al.
    Södertörn University, Teacher Education.
    Lööw, Torulf
    Södertörn University, Teacher Education.
    Att förstå vad man läser2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the present study is to describe and analyze what modes of discourse for reading comprehension were prominent among six teachers in two different schools in Stockholm, Sweden. Based on a teacher perspective on how to describe, teach and assess reading comprehension, the investigation concentrated on teacher discourses and their alignment with influential theories of reading. The study was based on transcriptions of six tape-recorded teacher interviews and classroom observations. The method for analyzing the material was a discourse analysis based on Rosalind Ivanic’s (2004) six writing discourses that were adapted to the context of reading comprehension. The results show that teachers in both schools tended to utilise several modes of discourse at the same time. There was overall a significant difference between the discourse styles that were used when the teachers were defining the purpose of reading comprehension and the styles used when the teachers were assessing reading comprehension. The teachers mainly used a creativity discourse and a social-practice discourse when explaining the purpose of reading comprehension. In describing assessment of reading comprehension however a skills discourse was more prominent among the teachers. Hence a discrepancy could be seen between how the teachers view the purpose of reading comprehension and how they assess it.

  • 45.
    Beata, Kudela
    et al.
    Södertörn University, Teacher Education.
    Kourosh, Safinia
    Södertörn University, Teacher Education.
    Dilemman kring fritidslärarens uppdrag i skolan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Our aim with this essay is to examine the challenges that recreation teachers faces at their workplaces. We especially focus which cause difficulties for the implementation of recreation teacher’s assignments. We hope to highlight the difficulties and factors which act as a barrier to recreation teachers. The questions that we are trying to answer are: what perceptions in their daily work recreation teachers shave of their mission? What challenges do recreation teachers experience in the implementation of their mission? What solutions and aids do recreation teachers use to meet these challenges?

    We will use a qualitative method in our essay. Data collection includes interviews with four recreation teachers in three different schools. The empirical material will be analyzed and interpreted from a socio- cultural perspective and by means of other research in this area. The result shows that recreation teachers are experiencing challenges but are trying to carry out their mission through a variety of methods in order to provide children with basic care.

  • 46.
    Behram, Kelmendi
    Södertörn University, Teacher Education.
    Skönlitteratur som läromedel i svenska som andraspråksundervisning2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    For several years has the subject Swedish as a second language been an undergraduate subject in Swedish universities and colleges. The lessons in the Swedish primary schools in this particular subject is still handled by teachers who have no education in the subject. The purpose of this study has been to compare how three teachers with education in Swedish as a second language and three teachers who lack education in Swedish as a second language reasons about their use and choices of fiction. To answer this I prepared the following questions:

    • How do six teacher reason about the use of fiction in teaching? Is there any difference between teachers with or without Swedish as a second language education, in how they describe the use of fiction?
    • What are the opportunities and obstacles they consider there is with the use of fiction? Is there any difference in their reasoning based on their education?
    • How do they reason about their choices of fiction? Is there any difference in the reasoning between the teachers with or without Swedish as a second language education?

    The study is based on a qualitative method with six interviews. The theoretical basis this study is based on is theories about the connection between the reader and the text, especially Louise M Rosenblatts transactional theory and Kathleen McCromicks repertoarers. Based on what research and theory suggests, the results show that, teachers with an Swedish as a second language education have a greater knowledge of how fiction should be used in teaching. It also shows that teachers with an education sees a little less obstacles on the use of fiction. They also have a greater understanding of how the choices of books should be made when it comes to using fiction with pupils with swedish as a second language.

  • 47.
    Bentahar, Sofia
    et al.
    Södertörn University, Teacher Education.
    Paschalidou, Maria
    Södertörn University, Teacher Education.
    Flerspråkighet som norm: En studie om pedagogers synsätt på flerspråkighet i förskolan2016Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of our study is to examine preschool teachers' attitudes to multilingualism in preschool, especially in relation to the preschool's internal environment. Our study is based on the socio-cultural perspective and consists of six interviews with pedagogues and observations at two preschools in different parts of Stockholm. We are certain of that our study is important for pedagogues, since a high proportion of children in Swedish preschools are multilingual. A high level of awareness and recurrent work to promote children’s multilingualism has tremendous importance for children's language development.

    The result of our study demonstrates that multilingualism is the norm in the preschools. Based on the interviews, we have seen that pedagogues are aware of the fact that both the children's home language and the Swedish language are equally important for children's language development. For children to develop good language skills in the Swedish language, it is important that the mother language is promoted and is a point of departure in preschool activities.

    Pedagogues, who constantly communicate with children, contribute to children's language development. Children must be offered ample opportunity for language use and interaction in different contexts. The study demonstrates that pedagogues consciously work with multilingualism, aiming for creating a language stimulating internal environment that encourages kids to play, learn and develop their language skills. Similar to a majority of pedagogues, we are certain that play has an important role for children's language development; because play is something pleasurable that often comes naturally and it is very important for children.

  • 48.
    Bergfors, Mikael
    et al.
    Södertörn University, Teacher Education.
    Odell, Jon
    Södertörn University, Teacher Education.
    Problemlösningsmodell och matematiska uttrycksformer: En observation- och intervjustudie av elever i årskurs 62016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 49.
    Berglund, Sara
    Södertörn University, Teacher Education.
    Vetenskaplig grund och forskning: En enkätstudie om vetenskaplig grund i förskolan2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose and questions: The Swedish School Law states that education in preschools and schools shall rest on a scientific base. The aim of this study is to examine to what extent and in what ways that preschool teachers are acquiring and getting information about research. It also aims to investigate the possibilities and the problems that may arise due to the requirement that education in preschools should have a scientific base.

    • In what extent does preschool teachers believe that scientific basis and new research has significance for their work?
    • How does preschool teachers get information about research and in what extent?
    • What are the opportunities and problems that preschool teacher faces when it comes to new research?

    Theory: The theory that are used is Illeris learning theory. Also the postmodern view of the world, with its perspective on knowledge and the reflexive term is used.

    Method: The research is done with a quantitative method, web survey. The analysis is done with more of a mix between quantitative and qualitative analysis method. The response rate is 30,5 % for the survey, which is 25 preschool teachers.

    Conclusion: The preschool teachers in this study states that they comes in contact with research mainly by seeking it out themselves. They overall states that it's interesting to read these texts and they understand them. Furthermore the majority of the teachers states that research has relevance to their professional practice and that the research they have read has changed their preschool. The majority of the teachers also states that it's important that the preschool education is resting on a scientific base. Generally the preschool teachers in this study have the skills and motivation they need to read, get information and knowledge through research and to use the acquired knowledge in their preschools. The biggest problem for them to use more research is lack of time.

  • 50.
    Bergman, Johanna
    Södertörn University, Teacher Education.
    Sätt ord på det!: Ämnesspecifikt språkande hos andraspråkselever i årskurs 1-32015Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine second language learner’s possibilities to use a subject specific language in class. The literacy perspective is constant throughout the study as well as theories on second language learning and theories on conversations about texts. By answering the questions below good examples and possible difficulties with second language learning was also exemplified.

    • In which situations where the students offered to speak subject specifically and how does the teachers motivate the ongoing conversations?
    • In what way is conversations about texts being used as a tool for further comprehension?
    • In what way does the second language learners benefit from the conversations?

    Through interviews and observations following conclusions can be made. Students are relatively often offered to use a subject specific language during class but more can be done since subject specific conversations almost never take place in the first grade. More conversations about texts from early ages is being presented as a possible solution to this issue.

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