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  • 1.
    Abbo, Maryam
    Södertörn University, Teacher Education.
    Digitala medier: Användning av surfplattor för att skriva berättelser i svensk språkundervisning2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to examine the use of tablet computers in a Swedish language, classroom. This study aims to investigate student and teacher attitudes when using tablet computers for story writing. One fifth grade classroom was observed on three occasions and a total of six students and three teachers were subsequently interviewed. This study addresses the following questions:

    • How are tablet computers used for writing stories in a Swedish classroom?

     

    • What opportunities and obstacles do teachers experience when using the tablet computers when it comes to writing stories?
    • Which method was preferred by the students? Writing stories on tablet computers or writing by hand?

    This qualitative study was based on observations and interviews. Analysis of observations and interviews show that the tablet computers appear to help the students with language, organisation and structure in the writing of stories. However, teachers still need to incorporate both writing by hand and using the tablet computers to ensure competence for real-life situations which still use a mixture of both skills. The results also showed that tablet computers are a useful tool for communication when students help each other in their writing. Classroom observations suggest that tablet computers can act as a mediator tool in the Swedish elementary school classroom primarily as it makes the writing process easier for the students. Analysis of teacher interviews suggest that teachers prefer to have students use tablets as it makes the student’s texts clearer, facilitating assessment.

  • 2.
    Abdulrasul, Zahraa
    Södertörn University, Teacher Education.
    Bråktal, decimaltal och procent: En kvalitativ studie om hur sambandet mellan bråktal, decimaltal och procent undervisas i årskurs 4-62017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how the connection between fractions, decimals and percent are taught in grade 4-6 with more focuson the fractions. The empirical data was obtained by qualitative methods comprising interviews with four mathematic elementary school teachers, in addition to two observations with two classrooms in grade 6. The data presented is from one school. The theoretical framework is based on Liping Ma profound understanding of fundamental mathematics and theories of subject didactic concepts of Kilborn, Löwing, Karlsson & Kilborn and MacIntosh. The results of the interviews and observations show that the connection between fractions, decimals and percent is being taught without illuminating how the mentioned are connected. The aspect of fractions, which has been taught to show the relation between fractions and decimals, was division as metaphor. While there was no aspect of fractions has been taught to show the relation between it and percent except that a percent is a hundredth. Such as 40% is equal with 40/100. In addition, fractions has been taught by using visual aids, but never taught by using number line. In conclusion the connection between fractions, decimals and percent has not been related clearly with basic concept fractions.

  • 3.
    Abdulrasul, Zahraa
    Södertörn University, Teacher Education.
    Variabelbegreppet i matematik: En kvalitativ studie om hur variabelbegreppet sammankopplas med andra matematiska områden såsom algebraiska uttryck i undervisningen för årskurs 4-62018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate how elementary school teachers use conceptual understanding in the teaching of the variable concept, namely, how these teachers connect the variable concept with other areas of mathematics, such as algebraic expressions. 

    The empirical data was obtained by qualitative methods comprising interviews with five mathematic elementary school teachers. In addition three observations in three classrooms were made; one observation is in grade 4 and the other two are in grade 6.The theoretical framework is based on Kilpatrick et al. (2001) theories: conceptual understanding, strategic competence and procedural fluency. Furthermore the theory of representations of Bergsten et. al (1997) and Persson (2010) were used in the theoretical framework.

    The results of this study show that none of the five participating teachers connects the variable concept to other areas of mathematics, such as algebraic expressions. However, two of them mention the variable concept in equations, problem-solving, algebraic expressions and shapes, but without explaining the meaning of the variable concept or how that concept is used and integrated into these mentioned areas of mathematics. Furthermore the study shows that the other three participating teachers mention the variable only to one to two areas of mathematics. These areas are problem- solving and shapes. These teachers do not explain how the variable concept is used in the mentioned areas of mathematics, but they focus on how the calculation will be performed to solve the data they used. The participating teachers do not use any representations to explain the variable concept and how it’s connected to the other areas of mathematics. In conclusion, the variable concept was not explained and its connection to other mathematical areas was not addressed, which due to the absence of usage of conceptual understanding in teaching the variable concept.

  • 4.
    Abed, Lara
    Södertörn University, Teacher Education.
    Konsten att påverka elever genom motivation: En studie om yttre och inre motivationens användande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine which strategies do elementary school teachers use to motivate their students to read, and what strategies do teachers and students consider to be the most effective: Internal or external motivation. The methods for collecting data have been observations, interviews and webpages, and thud the study contains both quantitative and qualitative elements. The result of the current study showed that teachers used both inner and outer motivations to motivate students with intention of adapting teaching to the students' needs and conditions as mentioned in the curriculum.The results also displayed that students are motivated by both external and internal motivation, for example, inner motivation was created when students experienced responsibility for their learning, while external motivation was when students learning involved reward and assessment.

  • 5.
    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.

  • 6.
    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.

  • 7.
    Abusaleem, Mihaela
    Södertörn University, Teacher Education.
    Utmaningar och barns sampel i olika lärmiljöer: En studie om den mobila förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate the perceptions of the preschool teachers, working with the preschool bus, regarding challenges and children's interactions in different learning environments offered by mobile preschool.

    The metod used in this study is the qualitative semi-structured interviews with four preschool teachers. The theoretical ground used to perform the analyse in the study is represented by socio-cultural perspective and hermeneutic research effort. 

    The study shows that the interaction between children is the same in all environments but that the interaction between children and the environment might be different depending on the development and intrests of the preschool children. The survey shows that this interaction between children and the environment begins before the bus week and that the starting point in the interaction can be expressed by intrest, bus destinations and preschool topic.

    The survey shows that one challenge might be that the preschool children need to be able to adapt to more environments than they are used to. The survey even shows that such challenge can be even greater if there are children with special needs in the group. The preschool bus can be also a challenge in bad weather days since the children have to share space and material.

  • 8.
    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.

  • 9.
    Adam, Hiba
    et al.
    Södertörn University, Teacher Education.
    Björklund, Jonatan
    Södertörn University, Teacher Education.
    Stopp! Nu får vi bryta!: en vetenskaplig essä om pedagogers förhållningssätt kring ”opassande” lekar2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 10.
    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
  • 11.
    Adrian, Pia
    Södertörn University, Teacher Education.
    Hur elever upplever sin möjlighet till inflytande på fritidshemmet.: Det är fröknarna som bestämmer, de är fritidsplanerarna2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 12.
    Afshin, Gilda
    Södertörn University, Teacher Education.
    Genusperspektiv i en interkulturell förskola: En kvalitativ studie av pedagogers förhållningssätt till genusperspektiv ur ett socialkonstruktivistiskt och intersektionellt perspektiv2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This work is a qualitative study that aims to create a deeper knowledge regarding teacher's perceptions on gender and gender equality in an intercultural preschool. This study also clarifies whether preschool can counteract the stereotypicaltraditional gender norms andif so, how it iscapable todo that. Based on a social constructivistperspective,in this study I indicate that children constructgender through interaction with othersin different social contexts. Additionally, based on intersectional perspective, I suggest that it is the relationship between various categories such as ethnicity and gender which is detrimental in constructing gender for preschool children. For example, in meeting with other cultures boys may gain more value than girls. The method of the study is based on interviews and observations and for interpretation of the collected data Iused literature and web based documents. The results show that preschool teachers have some degree of awareness when it comes to gender and equality between sexes. In accordance with this study teachers have enough knowledge about the importance of language in communication with children and they show good ability to distinguish what kind of influence language might haveon children's gender making. On the other hand, in pedagogical practical activities, for example in the design of physical environment one can notice some lack of knowledge among preschool teachers when it comes to creation of gender equality between children. Mystudy also indicates that parents from other ethnicities create inequality between children's gender, and preschoolteachers emphasize thatit is their duty to counteract such inequalities via intercultural pedagogy.

  • 13.
    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.

  • 14.
    Ahlbom, Alexandra
    Södertörn University, Teacher Education.
    Användandet av digitala verktyg i förskolan för språkutveckling2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The propose of this study is to examine what type of digital tools that are being used in a preschool setting for teaching: speaking, reading and writing. The study also examines how the preschool teachers are experiencing the effects of using digital tools compared to traditional tools sush as books, pens and paper. The study has chosen to examine this by conducting semi stuctured interviews with four diffrent preschool teachers at three diffrent preschools. The result of the study shows that type of tooling differs a lot between the diffrent preschools except for the use of tablets as they were used by everyone. The preschool teachers are positive regarding the effects of using digital tools. Some negative effects are expressed by the interviewees connected to oral motor an fine motor skills of the children. The preschool teachers also express a desire of having standardized methods around how to use digital tools for teaching as this does not exist today. The conclusion of this study is that the use of digital tools is promising for teachers: speaking reading and writing

  • 15.
    Ahlgren, Anna
    Södertörn University, Teacher Education.
    Målande multiplikation: En undersökning av hur multiplikation illustreras i läroböcker för årskurs två2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study examines how illustrations are used to introduce the concept of multiplication in Swedish mathematics textbooks intended for use with 2nd grade students. The aim is to find out how instructions and tasks are supported by illustrations by using a sociocultural perspective on learning with focus of mediating artifacts. The findings are compared to research in the field of mathematics didactics, where the importance of teaching multiplicative structures to primary school students is emphasized. With a method that categorize illustrations, insight is gained into how well they connect to the subject content, and in addition if they show additive or multiplicative multiplication. This study also looks into the extent that students are being instructed and encouraged to illustrate their answers to the textbook assignments. Results from the analyses of four 2nd grade mathematics textbook series, show that illustrations are used to a large extent to support text and numbers in introducing multiplication, but that all books contain pictures that contradict the subject content. The results also show that the majority of the illustrations demonstrate multiplication as repeated addition. Furthermore, this study suggests that when students are encouraged to draw pictures themselves, they are in most cases not given support and instructions to draw multiplicative multiplication. Based on earlier research within this field, as well as the findings of this study, it is argued that the dominant focus on repeated addition in illustrations can trap students in patterns of additive reasoning. This can interfere with their perception and comprehension of multiplication structure, and lead to limitations of students’ further development and understanding of mathematic concepts.

  • 16.
    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. 

  • 17.
    Ahmad, Vina
    Södertörn University, Teacher Education.
    Barns rörelse i förskolan: En kvalitativ studie baserad på förskollärares uppfattningar om barns fysiska aktivitet i förskolan och vilken inverkan den fysiska miljön har på den2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this thesis is to get an overall view over preschool teacher’s perceptions about children's physical activity in preschool and also understand what impact the physical environment has on it. In Sweden children participate in preschool at an early age and spends the majority of their waken time there. Preschool therefore becomes an important platform to promote children’s early physical activities as it has great effect on their future lifestyle. The physical environment plays a significant role for children’s opportunity to be physically active and therefor also becomes an important part of this study. In this study I used a qualitative semi structured interview with six preschool teachers who worked in different preschools. 

    The theoretical background is based on Osnes, Skaug, and Kaarbys (2012) five positioning categories which are guidance, spectator, playmate, play in parallel with the child as well as initiate play. Each and one of this positioning categories have an impact on children’s play and the movements they use in those plays (2012). I also use Gitz-Johansen, Kampmann and Kirkeby theory where they describe the complex relationship between children and the pedagogical room (2001 in Eriksson 2013).  

    My study shows that the overall attitude toward physical activity is positive and is considered by the preschool teachers to be an essential part in children’s childhood. The preschool teachers are aware that they are the gatekeepers to physical activity and how their attitude can regulate children’s movements due to norms and values of the society they belong to. They expressed their dissatisfaction toward the preschool organization and highlighted the external factors that regulates the children’s movements which they expressed where out of their ability to impact such as large children groups, small staff density, narrow space to move in and so forth. They believe that children’s play is the gateway to physical activity and their positioning can help children to develop their physical abilities.  

  • 18.
    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.

  • 19.
    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.

  • 20.
    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.

  • 21.
    Aho, Jessica
    Södertörn University, Teacher Education.
    ”Undervisning är mycket på tapeten nu…": En fenomenografisk studie om förskollärares uppfattningar, förhållningssätt och ansvar om undervisning och lärande2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to investigate and analyze preschool teachers perceptions, approaches and responsibility with the concepts of teaching and learning. The questions that have been investigated are which perceptions of teaching and learning the preschool teachers have, how they approach teaching and how preschool teachers perceive their responsibility in the teaching.

    The phenomenographical approach is used as a theory to investigate the preschool teachers perceptions. The variation theory is used to show how preschool teachers conduct teaching and the development of pedagogical perspective is used to examine the perceptions of teaching and learning. The phenomenographical method is used as a qualitative method with interviews, to visualize the preschool teachers perceptions in different categories.

    The results in this study are that the preschool teachers have three different perceptions on the terms teaching and learning. The concepts are perceived as either synonymous, different or that these concepts have a connection. The results show that the preschool teachers approach the teaching based on the childrens needs and interests, from spontaneous situations or in controlled activities. The results also show that the preschool teachers responsibility in teaching is described in three ways which are a dual-assignment, to increase the quality and from the requirement of society. The conclusions of this study show that teaching and learning will be perceived and approached in varied forms because there are no clear guidelines in how education should take form in practice. The variation between the perceptions provides an insight that preschools will still be different, depending on the preschool teachers approach.

  • 22.
    Akboga, Dilan
    Södertörn University, Teacher Education.
    Förstår vi varandra?: En studie om hur fyra lärare i grundskolans mellanår beskriver och arbetar i läsförståelse med lässvaga elever2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this thesis is to study how four different Swedish teachers in elementary school are teaching pupils reading comprehension to develop the low-performing pupils. To investigate and find out this I intend to try to answer the following questions:

    • What strategies / methods / support structures do the teachers consider to help the lowperforming pupils understand the content of texts?
    • How does the teacher reflect on the support the pupils receive?
    • What types of questions do the teachers use in the text talks to support the pupils in developing their reading skills?

    The research questions are answered by qualitative methods in forms of interviews and observations. The theoretical point of view of the study is Lev Vygotsky's socio-cultural perspective, where Vygotsky describes how children develop when interacting with other people. Because teachers are the ones helping pupils develop, I will investigate how the interviewed teachers are working with those pupils and whether they believe this theory helps and guides the low-performing pupils forward in the learning process.

    The results of the study show that all the interviewed teachers agree on that pupils develop their reading skills when interacting with more competent classmates because it increases their ability to absorb information.

  • 23.
    Akboga, Dilan
    et al.
    Södertörn University, Teacher Education.
    Hanna, Maryam
    Södertörn University, Teacher Education.
    Flicka, pojke och transpersoner: En textanalys av tre läseböcker ur ett genusperspektiv för grundskolans mellanår2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Primary school in Sweden has an important task to counteract traditional gender patterns and promote equality. The purpose of this study is to investigate how three fiction books portray girls and women as well as boys and men. The three chosen books are Rodrick regerar Dagbok för alla mina fans (2009), Glasbarnen (2012) and Det är jag som är Mickan (2015). This thesis will review whether the books were compatible with the national curriculum for Swedish school for the grade 1-9. To support our investigation, we have used Hirdman’s gender theory as a framework. Hirdman’s gender theory concerns the intersection of the gender and the hierarchy where the male is displayed as the norm. The study was executed with a qualitative text analysis. The results show that only two of the three chosen books correspond to the current curriculum requirements of counteracting traditional gender patterns. The third book promotes rather than counteracts traditional gender patterns as it still assigns more traditional characteristics and actions to boys, men, girls and women depending on gender. These results are evidence of and suggest that it is important to review the material we use for educational purposes because there are books that describe boys and girls in an unfair behavior, therefore this requires discussing the norms that is conveyed in the students’ fiction books.

  • 24.
    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.

  • 25.
    Ali Ahmed, Faiza
    Södertörn University, Teacher Education.
    Kongruens inom nominalfraser: En performansanalys om andraspråkselevers användning av nominalfraser i skriftliga och muntliga former2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to see how second-language learners uses noun phrases in their written texts and oral speech as well as how they differ from each other. In order to answer this, the following questions have been formulated: What congruent errors are found in the noun phrases in the students' texts and oral speeches? Are there any differences in the use of noun phrases in the students' texts and oral speeches? The study is based on performance analysis, where student texts and transcribed recordings of students' oral speeches are analyzed.

    The result shows that congruence errors in the students' noun phrases are mostly due to the misuse of gender, definite form and numerus. The result also shows that the students had more congruence errors in the written texts, but there were similar, but fewer, mistakes in the oral speeches. This means that you cannot draw general conclusions about any differences between the written texts and the oral speeches.

  • 26.
    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.

  • 27.
    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.

  • 28.
    Allert, Hannah
    et al.
    Södertörn University, Teacher Education.
    Lund, Anne-Merethe
    Södertörn University, Teacher Education.
    Förskolebarns möjlighet till fysisk aktivitet inomhus: En kvalitativ studie om förskolepedagogers uppfattningar2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Swedish children are growing up in an increasingly physically inactive society, even though research shows the positive effects of physical activity (Wikland 2013, p. 40). Children spends most of their days in preschools, which means a great responsibility for preschools and its teachers as they affect children's opportunities for physical activity. The purpose of the study is to examine how preschool teachers perceive the work with children's physical activity indoors. In our study, we have assumed phenomenography, whose purpose is to describe people's different perceptions of phenomena (Alexandersson 1994, p. 112). To collect empirical data, we have conducted interviews with six teachers at three different preschools.

    This study results and analysis showed that there are different perceptions of the teachers about the work with the children's physical activity indoors. The study showed that all teachers perceived that physical activity is important for children, but they expressed different views about the work on this. The overall perceptions were that they planned and enabled the movement activities indoors with different purposes or that they worked with physical activity when the children expressed a need for this. Another view was that children should not be physically active indoors, because this was something they could vent outdoors. The teachers perceived that there were several factors that influenced their work including knowledge, facilities, furnishings, noise, their own and colleagues' approach and preschool educational focus. 

  • 29.
    Almgren, Sofia
    Södertörn University, Teacher Education.
    Hur svårt kan det egentligen vara?: En vetenskaplig essä om kommunikationsproblem mellan hemmet och förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    My experienced- and scientific based essay describes de communicative issues I experience with a specific couple of parents at my preschool. These issues are also applicable in a more general perspective regarding the communication between the preschool and the home. The reflection helps me to reach a deeper understanding of what communication is and the challenges that can arise when the preschool meets the home. Moreover, the reflection helps me to consider whether it is useful to see this from a power related perspective and what the preschool’s curriculum says about cooperation between the preschool and the home. I am trying to view the problematic issues from the parents’ point of view and thereby attend their position. My aim is to study the meaning of communication between pedagogues and parents in the preschool in order to be able to see the consequences that arise for the child when the communication fails. I also aim to illuminate the power relationship that takes place between parents and pedagogues.

    My question formulations are:

    • Does my dilemma regard power and who possesses the most power in the meeting at the preschool; the pedagogues or the parents?
    • What happens to the child when communication problems arise between pedagogues and parents?

    My conclusion is that it is difficult to really know how another person experience a situation and it is a bit of a chance when one is to interpret. Furthermore, I find that situations of this sort rarely can be solved by stating that there is a right or a wrong. Human relationships consist of grey zones where the specific situation often decides how it is most appropriate to act.

  • 30.
    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.

  • 31.
    Almlöf, Tess
    et al.
    Södertörn University, Teacher Education.
    Nilsson, Johanna
    Södertörn University, Teacher Education.
    Behöver du ha ett tips?: En fenomenologisk intervjustudie om förskollärares förhållningssätt till barns konflikter2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A phenomenological interview study on preschool teachers approach to children´s conflicts

    Our intention was to study six preschool teachers approach to child conflicts in preschool and the strategies they use to deal with conflicts. The aim of the study is to provide knowledge about how the values of the preschool teachers express themselves in the educational environment and how they relate to children's conflicts. The following two inquiries are examined in this study:

    • What strategies does the preschool teacher describe that she applies in different conflict management situations?
    • What values are expressed in the preschool teacher's strategies in conflict between children?                                  

    This study follows a quantitative method with a phenomenological research approach. It is based on material from interviews with six different preschool teachers who work in the preschool and preschool class. The theoretical starting point for the study is Vygotsky’s sociocultural theory, which proceeds from children learning by social interactions.

    The result shows that preschool teachers use different strategies depending on the nature of the conflict. It furthermore shows that all preschool teachers perceive children as competent and they emphasise the importance of letting the children be a part of the conflict management. Their experience is that the environment plays a determinant part in children’s interactions. All preschool teachers had a view of children with the purpose of always acting in their best interests. All pointed out the important part the presence of a pedagogue has to get the conflict management to work.

  • 32.
    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.

  • 33.
    Altuntas, Ann-Sofie
    Södertörn University, Teacher Education.
    ”Fröken, kan centikuber smälta i ett glas med saft?” – Undrande elev i klass 3: En studie kring vilka strategier/arbetssätt för formativ bedömning som fyra lärare i åk 3 använder sig av för flerspråkiga elever i matematikundervisningen.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 34.
    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
  • 35.
    Alvarez, Catherine
    et al.
    Södertörn University, Teacher Education.
    Jaeschke, Kajsa
    Södertörn University, Teacher Education.
    "... en utbildning är ju inte allt, erfarenhet väger mer ibland": - en fenomenografisk studie om personal i fritidshemmet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to illuminate and analyze how afterschool educators perceive their assignments in leisure activities and whether the perception is influenced by their backgrounds. With backgrounds we mean what experience they have and what their level of education is. In our study we have used qualitative interviews to acquire data, we have done this in two afterschool centers. In order to analyze and categorize our collected data we have used the theoretical point of phenomenography.

     

    We have interviewed fourteen people who works in afterschool centers and it was only one of them who had an afterschool teacher degree, the rest had no similar education and based their knowledge on experience. With phenomenography we could categorize the perceptions of the afterschool teachers in four categories. These categories were nurture, children, activities and cooperation between teachers. We also obtained perceptions about their views on education and its relevance to afterschool center. Furthermore the afterschool teachers describe how it is to work in afterschool center.

  • 36.
    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.

  • 37.
    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.

  • 38.
    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.

  • 39.
    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.

  • 40.
    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.

  • 41.
    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.

  • 42.
    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.

  • 43.
    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.

  • 44.
    Andersson, Evelina
    Södertörn University, Teacher Education.
    Barn enligt barn: Barn som fenomen, undersökande av dess väsen och essens.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract 

    Children according to children 

    From a phenomenological perspective of childhood sociological approach I have had interviews with eight children made a qualitative survey. The purpose of which was to seek knowledge about children's views on children, and to explore the essence of the phenomenon of children. What emerges from the interviews is that there is a clear differentiation between children and adults. Children and adults do not according to children do the same things, and it is the size acording to them to see if it is a child or not. 

    Being a child is a temporary state, but for the children is the beginning and the end difficult to define. Age has a part in it but also how children play. 

    Based on my interviews I see children describe children as playing thinking phenomena when they analyze children from an outside perspective.

  • 45.
    Andersson, Johanna
    Södertörn University, Teacher Education.
    Sinnesslö och bildbar: En studie om eleverna på Skolan för sinnesslöa barn och Slagsta skola under 1905–19152018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats undersöker eleverna som gick på Skolan för sinnesslöa barn och Slagsta skola under 1905–1915. Undersökningen ämnar besvara vilka elever som blev antagna på skolorna och vilka förhållanden de kom från, men också hur de beskrevs av skolans lärare och läkare. Källmaterialen som studerats är sjukjournaler skrivna av skolans läkare samt matriklar skrivna av skolans lärare. Undersökningen utgår från både en kvantitativ- och en kvalitativ innehållsanalys. Utifrån kvantitativ innehållsanalys besvaras vilka förhållanden elever kom från och för att se hur eleverna beskrevs av skolornas lärare och läkare används en kvalitativ innehållsanalys. De teoretiska perspektiven som denna uppsats utgår från är en blandning av Judith Areschougs perspektiv om att sinnesslöundervisningen både syftade till att hjälpa och kontrollera de sinnesslöa barnen, men också Karin Johannissons analys av den svenska statens kontroll över befolkningens hälsotillstånd. Johannison benämner detta samhällskroppen på grund av att befolkningens kroppar inte längre ansågs vara en individuell ensak utan en samhällsfråga.

    Majoriteten av eleverna som blev antagna på skolorna under 1905–1915 kom från arbetarklassen och medelklassen i Stockholms stad. Procentuellt var de antagna eleverna något fler pojkar än flickor, men det var marginella skillnader. Att eleverna kom från dessa förhållanden kan bero på att den svenska staten såg barnen som sociala problem för lokalsamhället. För samhällets trygghet ansågs det bästa alternativet att placera de sinnesslöa barnen på asyler, anstalter eller sinnesslöskolor där de kunde kontrolleras. Men i skolan kunde de sinnesslöa barnen också hjälpas eftersom att de fick mat, husrum och en bättre anpassad undervisning.

    Det som skolornas lärare noterade i matriklarna berörde elevens personlighet, intellektuella förmågor och uppförande i skolan och mot andra. I sjukjournalerna hade skolans läkare sakligt och utförligt nertecknat elevens fysik, utseende och förmåga att sköta sig. De detaljerade beskrivningarna av eleverna i matriklarna och sjukjournalerna kan tolkas som ett uttryck av statens ambition att mäta och dokumentera samhällets befolkning, speciellt de som bedömdes som sjuka. Med syftet att utreda och stoppa degenererade arvsanlag som ansågs vara ett hot mot den svenska befolkningen.

  • 46.
    Andersson, Josefin
    Södertörn University, Teacher Education.
    Att osynliggöra det synliga: En studie om normer, könsidentitet och språk2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to explore how well prepared educators at pre-schools are to receive children with another gender identity than their biological gender. The focus for the study lies on the discourses that exist in the pre-school regarding gender norms and how they become visible through the language educators use in the equal treatment plans, that are a part of the pre-schools value works, and in talks between educators.

    My research questions are:

    ·         How does pre-schools describe their work with children with another gender identity than their biological gender?

    ·         Which discourses regarding gender norms does the pre-schools equal treatment plans and group talks with educators show?

    To answer these questions, I have used the analyses of five equal treatment plans and two group talks.

    By analysing the equal treatment plans and the group talks with the four strategies for anti discrimatory education from Kumashiro, by letting the strategies make the discourses visible, I have come to the result that gender identity is made invisible in the pre-schools by the educators. The equal treatment plans contain descriptions of the discrimination grounds but not how the educators work with these in the daily workings with the children, and the educators describe gender instead of gender identity in the group talks. In my discussion and conclusion I reason about the causes for this in relation to previous research about norms around gender and gender identity in pre-schools. 

  • 47.
    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.

  • 48.
    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.

  • 49.
    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.

  • 50.
    Andersson, Ken
    Södertörn University, Teacher Education.
    I ett ombonat rum2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    I hope this scientific essay can shed som light over how guilt kan appear at a school, primarily for those working as fritidslärare. Fritidslärare come often in close contact with special needs children.In the story I shall recount a case where I have taken the roll of carer and helping an extroverted pupil through his schoolday. He spends most of his time outside the classrum and is mostly with a special needs teacher. Generally his day is filled with rewards and punishment; methods that I find myself uncomfortable with. On one of these schooldays I find myself giving up on him. I see myself ignoring him, taking out my cell phone while he watches a film on the computer. In this situation I feel guilt. Do I have a bad moral standard or am I just acting in accordance with the situation? The question of how I deal with this guilt and what shape the guilt takes are two of the questions I pose to myself. I have made use of the Algerian author and philosopher Albert Camus and his theory of the absurd and the lack of freedom in our lives and how the absurd always stands in the way of total freedom. If we are aware of its existence then we can live with it and minimize its effect upon us. I will also refer to his novel The Fall (2007) in which the protagonist has long managed to avoid guilt and judgement. He comes to feel discomfort after an incident that he identifies as feelings of guilt. The guilt can be both collective and individual. In my text I shall concentrate on individual guilt. I, as an individual teacher, have my version of the truth whilst those around me have another. What does this imply? I also treat the mechanisms of control within the school that manifest themselves through reward and punishment.

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