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  • 51.
    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.

  • 52.
    Andersson, Johanna
    Södertörn University, Teacher Education.
    ”Vi tycker inte alla lika i denna fråga, men våra röster behövs.”: En kvalitativ studie av svensklärares diskussioner om kanon i en professionsinriktad grupp på sociala medier mellan 2012–20192019Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The topic of this essay is about teachers, who teaches in the subject Swedish, opinions in a literary canon. This study will present how they argue about a formally decided literary canon and how the teachers argue in using canon in their education. I have used an argumentative analysis to analyse the teachers’ arguments. The earlier research in the field concluded that the canon debate is polarized and mostly discussing whether canon is good or bad, and not so much on trying to discuss it in a constructive way on how to use canonized literature in school. My research concludes that the teachers’ opinions on canon are essentially polarized, but many teachers also think that a canon is at the same time beneficial, important and problematic. A majority of the arguments used on both sides are the same arguments that are used by the scientific literary field which studies canon. The biggest difference is the alignment to an educational context.

    The result show that the teachers’ use different pro-arguments and suggestions on how to establish a definite literary canon that could be used within the school system. Some argue for a formally decided literary canon established by the state and mean that the education will be equal and distinct, and students will develop the same cultural references. But not all teachers are positive to the proposition of a state established literary canon. The arguments on why and how teachers use canon in the education are similar to why there should be a definite literary canon in all schools.

    The contra-arguments the teachers’ use for a formally decided literary canon are that it will intrude in the teachers’ possibilities to adapt the education to the students. They also use contra-arguments that says the canonized literature is not adaptable to the students’ interests and that it is narrow and exclusive. They also mean that it is time consuming and will remove teachers’ possibilities to plan their education and make it adaptable for the students. The teachers’ contra-arguments on using canon in the education are similar to the above contra-arguments that the canonized literature is problematic in the perspective of authors and adaptiveness to different groups of students.

  • 53.
    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. 

  • 54.
    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.

  • 55.
    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.

  • 56.
    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.

  • 57.
    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.

  • 58.
    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.

  • 59.
    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.

  • 60.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 5, p. 648-662Article in journal (Refereed)
    Abstract [en]

    This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals.

  • 61.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Equipped for responsibility: A case of business education for sustainabilityManuscript (preprint) (Other academic)
    Abstract [en]

    This paper presents a study of the roles of a business person articulated byteachers in the classroom when the concept of sustainable development is incorporated into the subject of business economics. The empirical material, consisting of video recorded observations in five teachers’ classrooms, was collected two years after the inclusion of the concept in theupper secondary school syllabus in Sweden. The concept of logics developed within a discourse theoretical framework is used to analyse the meaning of ‘doing business sustainably’ as depicted by teachers in classroom practice. The paper illustrates that different rules and conditions for doing business are foregrounded in classroom practice by distinguishing between the logics of self-interest, conscious consumers and stakeholders’ interests. Each logic positions a business person differently. These positions are analysed using a typology of responsibility. The conclusion is that students could become unequipped, ill-equipped or better equipped to address uncertain and complex sustainability issues depending on how sustainable development is integrated into the business curriculum.

  • 62.
    Andersson, Pernilla
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    The Responsible Business Person: Studies of business education for sustainability2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.

  • 63.
    Andersson, Pernilla
    et al.
    Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science. Södertörn University, Teacher Education.
    Öhman, Johan
    Örebro Universitet.
    Logics of business education for sustainability2016In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 22, no 4, p. 463-479Article in journal (Refereed)
    Abstract [en]

    This paper explores various kinds of logics of ‘business education for sustainability’and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education. Our results also show how the different logics position the subject business person differently, as one who adapts to, adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.

  • 64.
    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.

  • 65.
    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.

  • 66.
    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.

  • 67.
    Andic, Berna
    Södertörn University, Teacher Education.
    Lärares arbetssätt inom området läsförståelse, med inriktning på årskurs 4, 5 och 62018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to investigate how four teachers in grade 4, 5 and 6 choose to work with reading comprehension within the Swedish subject. In this study the focus is on the following issues:

    - How do the teachers work to get the students to understand the texts they are reading?

    - How do the teachers in the Swedish subject describe reading comprehension?

    In order to conduct the survey, I have used two methods, these are interviews and observations. After carrying out four observations and four interviews, I have analyzed the empirical material by means of three theories relating to each other. These three theories are the socio-cultural perspective, reciprocal teaching and transactional strategy instruction. The result of this study shows that the four teachers primarily choose to let the students read short texts taken from a textbook, then let them answer questions related to these texts. This was reflected in the observations and interviews.

    During the interviews, all teachers said reading comprehension is a very comprehensive concept that consists of several different parts, and that these parts together constitute the concept of reading comprehension. These include for instance, understanding the texts we read and being able to use these texts according to the teachers.

     

     

  • 68.
    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.

  • 69.
    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.

  • 70.
    Annika, Bergman
    et al.
    Södertörn University, Teacher Education.
    Gudmundsson, Catarina
    Södertörn University, Teacher Education.
    "[...] det är ett ord som har kommit till och sen så ska vi fylla skiten": En diskursanalys av förskollärares tal om undervisning i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 2011, it was written in the School law that pre-school teachers has the responsibility to educate in pre-schools. The purpose of this study has been to make the pre-school teachers speech about the way of educate visible. Following, we have made this speech visible by a discourse analysis. The method used in this study proceeds from a social constructionist perspective and was performed trough qualitive interviews of six pre-school teachers. These interviews were analysed and the tool that we used to elucidate different discourses when it comes to the concept of educating was a discourse analysis. We have, in this study, noticed two local discourses; a school discourse and a status discourse. Within these two discourses there are a few aspects which describes how teaching is driven at each pre-school the interviewee is working on.The results of this study also shows that the speech within the two discourses challenges each other. The variations in these different ways of speaking indicate a collision between the two discourses.

  • 71.
    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.

  • 72.
    Arian, Ann
    et al.
    Södertörn University, Teacher Education.
    Nilsson, Anna
    Södertörn University, Teacher Education.
    Snart kommer jultomten...! Eller?: En studie om hur förskollärares tankar och reflektioner går kring arbetet med högtider och traditioner i förskolan2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In this study, we explore six preschool pedagogues’ experiences regarding the celebrations of cultural and religious festivals and traditions, and how this is noted in their respective preschool settings. The purpose of this critical study is to make educators aware of how children’s ethnic and cultural diversity is reflected in the preschool’s attention or lack of attention to different festivals and traditions.

    The study is based on interviews conducted with six randomly selected preschool pedagogues from six different preschools from different parts of Sweden. Three of the preschool peda-gogues interviewed worked at “monocultural” preschools while the other three worked at what they considered as “multicultural” preschools. The results of the study are, that regardless of how the composition of the children’s group appeared, the preschool pedagogues’ reflections on their own situated experiences reveal the extent to which the festivals and traditions cele-brated are so-called Swedish and Christian. The festivals and traditions celebrated are e.g. Easter, Midsummer, Lucia and Christmas. Celebrations and traditions of a decent other than Swedish are not recognized in the same way.

    Theoretically, this study is based on Sara Ahmed’s ideas surrounding ‘the hegemony of white-ness’ and the ‘phenomenology of whiteness’. For us, this important critical and theoretical re-source opens for future questions about how well established the white hegemony is in our Swedish preschool.

  • 73.
    Arlinder, Robert
    et al.
    Södertörn University, Teacher Education.
    Bundesen Strandberg, Andreas
    Södertörn University, Teacher Education.
    Elevers roller i det sociala samspelet under mellanmålet: Ett möjligt rum för lärandesituationer2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The after-school centresdevelopment has shifted from being a workplace to today's after-school centre as part of elementary school curriculum with a central content and purpose. Research in the field is in terms of conversational styles and roles but is not so much linked to the after-school centre'ssnack time. The present study has been intended to distinguish and exemplify the social interaction that is taking place in the after-school centre's snack time. Focus off interest has been how pupils talk and listen to each other and whether it is possible to discover in the conversation whether the conversation can be linked to school skills. Based on Sociocultural perspective on learning as well as Goffman's dramaturgical perspective as a frame, four recorded and observed conversations at two different after-school centres have been analysedwith an abductive approach. The purpose of this work is to identify the learning situations that occur during the after-school centre's snack, as well as describe how the students talk to each other. The roles that emerged in the result were categorized into five qualitatively distinct roles called; the conversation leader, listener, co-driver, clown and expert. The conversation leader is dependent on both the listener and the co-driver while the other roles are more independent of each other. The learning situations that can be linked to school skills are described in a separate section and are highly dependent on the role of the expert. All results are exemplified by direct quotes from the transcribed material.

  • 74.
    Arnryd, Agneta
    et al.
    Södertörn University, Teacher Education.
    Essarraj, Nauel
    Södertörn University, Teacher Education.
    Undervisning i förskolan: En kvalitativ studie om hur förskollärare, förskolechefer och verksamhetschefer tolkar begreppet undervisning i förskolekontext2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    In 2011 pre-schools began reporting to the Education Department and were then subject to the school law. Pre-school’s entry into the school system meant that the concept of education became part of the pre-school’s activities. This is also to be implemented into the preschool curriculum.

    This study has examined how pre-school teachers, pre-school managers and heads of operations interpret the concept of "teaching" in the pre-school context. Respondents that were interviewed were familiar with the subject, due to the fact that they are part of a nationwide teaching project and they themselves work on implementing the concept of teaching in their operations. The aim has been to establish how the three professions interpret the concept and work with it in practice.

    The study is based on a social constructivist perspective where we chose to focus on how the concept of teaching is constructed and reconstructed using the social linguistic interaction and the interaction between respondents. As a research method, we have used qualitative group interviews. The empirical data has been analysed using the theoretical lens of social constructivism.

    The results showed that the term "teaching" was unclear when it is referred to pre-schools and did not have a specific definition in the pre-school context. The concept was understood differently by the three professions. The respondents argued that the implementation of the concept in the pre-schools took place in diverse ways. They confirmed that it is a long-term process that will take time to fully implement. Another conclusion that the authors drew was

    2

    that there was a gap between practice and theory. This was because the heads of operations and pre-school managers had a theoretical view of "teaching" while the pre-school teachers had a practical view. 

  • 75.
    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.

  • 76.
    Atterlid, Niclas
    Södertörn University, Teacher Education.
    Högläsning i skolan - ett sätt för elever att kliva in i berättelsens värld: En kvalitativ studie om hur lärare i årskurs F-3 arbetar med högläsning av skönlitteratur i svenskundervisningen2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine how a group of teachers in the same primary school work with fiction read-alouds in the Swedish teaching. The collected material was analysed by using Langer’s (2005) theory about imagination worlds. Two questions were then formulated to answer the purpose of the study: How do the teachers plan their fiction read-alouds in Swedish teaching? and How do the teachers describe the implementation of their read-alouds?

    The result shows that all of the teachers plan their fiction read-alouds with different types of preparation. This preparation includes: choosing the right book, which the teachers claim is dependent on several factors such as the students’ knowledge level or interests; reading the book before the read-aloud; and introducing the book in an interesting way during the read-aloud, which creates a pre-understanding of the content. Lastly, the teachers revealed that a large part of their planning work consists of creating post-reading tasks which are primarily aimed at developing students’ writing.

    The result also shows that the teachers have distinct rules for the implementation of their read-alouds. These rules help the teachers create favourable conditions for engaging students in the world of fiction. During read-alouds, the teachers embody the text through the use of their voices and body language. The importance of conversation during the read-aloud, with the primary purpose of helping students understand the content of the story, was also emphasized. The teachers also claim that conversation also gives their students a chance to think out loud and to reflect on the reading, thus gaining the opportunity to share each other’s thoughts. 

  • 77.
    Atterlid, Niclas
    Södertörn University, Teacher Education.
    Lärares användning av digitala verktyg i svenskundervisningen: En kvalitativ studie om sex lärares svenskundervisning och hur den har förändrats genom användningen av digitala verktyg i årskurserna 1-32018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study has been to examine how teachers’ Swedish teaching has changed by the use of digital tools. Life stories as a method was used to gain a deeper insight into the teachers’ lives. The material was then analysed by using the theoretical framework TPACK. Two questions have been formulated to achieve the aim of the study:

    • How do teachers´ in grades 1-3 describe the change of their Swedish teaching by the use of digital tools?
    • What affects teachers´ use of digital tools in Swedish teaching?

    The result shows that digital tools have changed the Swedish teaching as they give the teachers´ new ways to present the subject content. By using digital tools, the teachers´ state that they now are able to capture the student group more easily than before. IPad is the digital tool the teachers´ use the most. It is used primarily in the pupils´ writing process and teachers´ emphasize that the use of iPad makes it easier to visualize and illustrate the pupils´ texts. The result also shows that teachers´ attitude towards the use of digital tools in Swedish teaching was an aspect that did not affect their use of them. Although there were several other factors that did affect their use:

    • The availability of digital tools at the school
    • The support of digital tools
    • Teachers´ views of the advantages and disadvantages of using digital tools

  • 78.
    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.

  • 79.
    Augustyniak, Konrad
    et al.
    Södertörn University, Teacher Education.
    Ståhle, Robin
    Södertörn University, Teacher Education.
    Fritidshemspersonalens fysiska placering på skolgården utifrån ett genusperspektiv2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this bachelor thesis Leisure-time pedagogues physical positioning on the school playground from a gender perspective is to examine the interaction between the leisure-time pedagogues and pupils during school break activities and how their physical positions on the school playground, and the pedagogues’ gender, reduces or amplifies the current gender stereotypes. Previous research has indicated that the school’s pedagogues play a significant part in the development of the pupils’ identity. Pedagogues’ approach, treatment, interaction and expectations towards pupils’, along with the school playground’s layout, are of importance. This thesis uses gender theory based upon various feminist perspectives. These present relevant concepts such as gender order, feminism, “genderfication” and gender equality. The empirical data has been collected through three observations and three computer-aided interviews. The result has proven that the gender of the pedagogue plays a certain part in the interaction with the pupils. Popular sports such as football and basketball are preferred by boys and male pedagogues while softer activities without competitive elements are preferred by girls and some boys. Our interpretation is that there is some reinforcement of stereotypical gender patterns during the school break activities. We see a correlation between how pedagogues work at our observed schools and what other researchers have presented in their studies.

  • 80.
    Awale, Ilwad
    et al.
    Södertörn University, Teacher Education.
    Gunnarsson, Sanna
    Södertörn University, Teacher Education.
    Rummen är ständigt närvarande i våra liv: En studie om den fysiska miljön på förskolan utifrån ett genusperspektiv2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of our essay is to investigate how preschool teachers take gender into account in the design of the physical environment at their preschool. We will examine this based on the following issues: How do preschool teachers use gender-coded material and how do they design an environment that is inviting both girls and boys? We also want to find out if the preschool teachers believe that the design of the room affects the creation of children's gender identity. Therefore, we have chosen to apply a qualitative method as it allows us to get closer to the subject area we want to investigate. The study has been demarcated, and consequently we have only studied three preschools in Stockholm. To gather our empirical material, we have chosen to interview five preschool teachers. We have also observed the physical indoor environment at three preschools. The result of our empirical material shows that all three preschools use gender-coded material. They also separated the material in defined areas. Based on the interview answers, we could see that preschool teachers work on gender equality and gender issues in different ways. We conclude that preschool teachers experience difficulties in carrying out gender equality work. Based on the research carried out by the Delegation for Gender Equality at Preschool, they address the difficulties that educators often face, as they look after the children's individual needs and ignore their gender. It can lead to gender blindness, and it counteracts successful gender equality work.

  • 81.
    Ax, Sandra
    et al.
    Södertörn University, Teacher Education.
    Kessidis, Serap
    Södertörn University, Teacher Education.
    Gränssättning och genus i den fria leken2017Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    What we are investigating in experience-based essay is children’s free play in preschool. The purpose is to find out exactly how free the so called “free play” is and what interventions from the teachers can result in and contribute to when it comes to children’s play in preschool. Our main questions are: In what way should preschool teachers intervene in children’s playing situations? Should preschool teachers work against stereotypical gender roles everyday play situations? Why is children’s unrestricted play important in preschool? We are starting of this scientific essay by introducing two stories that’s self-experienced in our roles as preschool teachers. In the first story we are writing about a dilemma that occurs when a play situation leads up to the teacher feeling that the best solution is to end the game. In the second story we are describing a dilemma that occurs as the teacher decides to intervene in the children’s play and the intervention results in the children getting bored and eventually decides to leave the game themselves. With the help from different theories and from the knowledge we’ve been taught due to our preschool teacher education, we are reflecting on how we managed these play situations and what we could have done differently. We are doing this to get different point of views to what children’s free play means, get an insight on the act and responsibility of teachers and also to get more insight to what meaning gender specific toys and boundaries possibly can have in children’s play. We are starting the reflection from a gender perspective and are analyzing with the help from a scientific article with the focus on gender specific toys. Our final reflection is that the teachers have a positive attitude towards the free play, but that they are subconsciously controlling with both rules and the way that toys are to be used. Through this work we have come to the conclusion that it is important that the teachers are present, supportive and involved in the children’s play due to its possibility of being a process dealing with real life events. It isalso important to work with equality in children’s play at preschool to break down current unequal structures between genders.

  • 82.
    Axelsdottir, Frida
    Södertörn University, Teacher Education.
    "Det är min kropp och jag säger faktiskt stopp!": En kvalitativ studie om pedagogers beskrivning av sitt arbete och betydelse med barns integritet2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of the study is to examine how pre-school educators relate to the work on children’s integrity and how educators describe their didactic work on the integrity of children in pre-school. The purpose of the study is to get a better understanding of how educators teach children integrity in pre-school.

    Through interviews with educators who work actively with the children in preschool, it showed how the educators described their work with children's integrity. The result showed that the educators work to teach children the integrity but in different ways. Educators are aware that children need to learn integrity but the knowledge about how to teach the children integrity is not there yet. 

    With good communication and interaction with the children, educators can show the children how to show respect towards themselves and each other and how to be a good friend in pre-school.

    With this study, the idea is to contribute knowledge and awareness about how teachers in pre-school can work with children´s integrity and for the children to learn to respect their body and other bodies.

     

  • 83.
    Axelsson, Erik
    Södertörn University, Teacher Education.
    ”Vad kaotiskt allt skulle vara utan samtal.”: En fenomenografisk studie över elevers uppfattning om samtal.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study is to examine what perception grade 2 students has of dialogue when focusing on the Swedish language. The study is supported by phenomenography, which focuses on the students’ own conclusions surrounding the importance of dialogue. The survey is also supported by a metacognitive perspective. To achieve the aim, the following three questions has been formulated:

    • What perceptions do students in grade 2 have concerning dialogue?
    • In what way does the students’ perceptions of dialogue differ?
    • Do the students perceive dialogue as something of value?

    In summary, the results of this study are that in each student group it is agreed upon that dialogues are important but a majority of the students finds it difficult to keep up a dialogue. Therefore, it is important that teachers get all the help they need to be able to work with oracy, i.e. the ability to use oral tools such as speaking and listening. For them to succeed Mercer (2017) urges that oracy, as a tool, receives much more attention in schools.

  • 84.
    Axelsson, Jenny
    Södertörn University, Teacher Education.
    Behöver barnet verkligen nappen?: En essä om olika förhållningssätt i förskolan2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This essay is based on a story where you get an eye on pedagogue’s different approaches to the pacifier in preschool. A pedagogues approach towards, for example, the pacifier affects how you choose to act and in the story it is seen that pedagogues can have different approaches to how to act against children´s use of pacifiers in preschool. In the reflection section, I discuss pedagogue’s different approaches to the pacifier and how one´s approach is formed. Discourse ethics has taken a large part in the essay as it can be used as a tool in the discussions between pedagogues when they have different approaches. How can different approaches affect the children and how these approaches can work in relation to power is something that is discussed in the essay. I will also analyse more deeply the power perspective to get an insight on such power that may not be so visible in everyday life, but which is found in all meetings between people. I have interviewed pedagogues in preschool to gain a better insight into how collegial relationships in preschool can be affected by different approaches towards the use of pacifiers, and what pedagogues regard as being important to consider when approaches collide. At the end of the reflection I discuss different performances and discourses about the pacifier in order to get an idea of ​​what can affect the approaches of pedagogues, and to show that it is not always easy to choose an approach when you do not know what is the "best" way.

  • 85.
    Axelsson, Kristina
    Södertörn University, Teacher Education.
    -Calle! dansar du balett eller?: En vetenskaplig essä om fritidshemsläraren som förebild i identitetsskapande processer. Sett ur ett genusperspektiv2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my scientific essay is to examine the identity creating processes that goes on amongst pupils as well as pedagogues in leisure time centers. This seen from a gender perspective. The questions in this essay revolves around me as a role model in the leisure time center and how I use the binary gender categories in my line of work. Moreover, how can I present a safe environment for my pupils to try out their identity from a gender perspective. I analyze my questions seen through a leisure time center pedagogue ́s everyday worksituation under the influence of a workplace jargon. A jargon that seems to be enhancing the polatity between the binary gender categories. The theories I use in my essay to reflect upon my questions is Kants philosophy about freedom and the categorical imperative, Lenz Taguchis description of feministic poststructuralistic theory and Butlers theory on sex and gender as socially and cultural constructed. Through my scientific essay I have reflected upon my role as a role model in a way that takes me through an identity creating process of my own in my profession as a leisure time center pedagogue. And by takinga glance on my own actions it has created a bigger understanding of what has formed my own identity as a pedagogue from a gender perspective. This hopefully will increase my ability to present a safe environment for my future pupils in their identity creating processes in the leisure time center in a gender perspective.

  • 86.
    Aybar, Ninorta Manuella
    et al.
    Södertörn University, Teacher Education.
    Mehdizadeh, Sonya
    Södertörn University, Teacher Education.
    Att arbeta individanpassat: - Hur förskollärare arbetar för att möta barns olika behov2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this investigation is to shed a light upon the pedagogues perception concerning individual work method in children group where children require different types of support. The study has two inquiries, how does pedagogues rationalize when it comes to individual based operations and how do pedagogues work to meet the needs of children i reality. The study’s theoretical frame of reference consists of the socio-cultural and relational perspective. The result of this study shows the importance of six different factors for adaptation of an operation to meet the children's need. Planning and mapping, working in groups, retrofitting of the physical and social environment for the children with special needs, the weight of a good relationship, communication as the key to adaptation of the operation to meet the needs of the children.

    The final results show that the pedagogues perception of a individual based approach as a good method to work from in kindergarten/preschool operations. The result shows that pedagogues believe that children’s diverseness as a contributing factor for learning and developing new knowledge.

  • 87.
    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.

  • 88.
    Azzazi, Amira
    Södertörn University, Teacher Education.
    Modersmål i förskolan: En kvalitativ fallstudie om förskolans arbete med modersmål för att stärka barns identitet2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Mother tongue in preschool   

    This study seeks to create an understanding of how preschool educators can participate in promoting and encouraging children's mother tongue in their activities to strengthen the children's identity. It explores the ways in which educators actively promote the children's mother tongue in their work approach and how they perceive the importance of cooperation between preschool and home regarding the children's mother tongue.

    The study investigates using the case study method, specifically conducted through qualitative interviews and observations. Survey sampled was of two preschools where two educators of varying job positions and length of work experience which have been interviewed and observed. The study analyzes from a sociocultural perspective, which takes into account how learning takes place through interactions among individuals and the social and cultural factors surrounding them. 

    Based on the reported results of the interviews and observations, it appears that the educators are positively related to mother tongue in preschool and use mother tongue support in the activities in a deliberate way to promote the child's identity. There were spontaneous situations in which mother tongue was included in the activity, and there were situations where the educators deliberately used mother tongue to clarify concepts that the children do not understand in swedish. In instances where the identity expresses characteristics of children's mother tongue, the educators sees that these register on the child's posture and facial expressions. The educators note that children feel a sense of accomplishment and ownership when they claim competence to express “my language”, indicating self-awareness of their individuality and unique language. The educators use conversations and planned singing and reading lessons in different mother tongue as part of the daily activities and tools such as digital learning tablets, the computer and the smart board facilitate mother tongue support in preschool activities. Educators believe that, through the various available tools in preschool, cooperation with parents, and the educators’ multilingual abilities are contributory factors of great importance, that support mother tongue development and encourages a multilingual environment in preschool.  

  • 89.
    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?

  • 90.
    Babaoglu, Serife
    Södertörn University, Teacher Education.
    "Vadå skribent? Jag är ingen skribent, jag gör bara uppgiften!": En studie om en grupp gymnasielevers reflektioner kring sitt skrivande2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study is founded on my personal interest in Swedish as a language as well as a subject in the Swedish school system. The development of pupils in terms of the Swedish language has always interested me, in particular the writing development and what motivates pupils to write texts. During my time as a teacher, I have observed several key factors that contributes to the development of pupils’ writing skills; for example, the pursuit of a grade, demands from the teacher, or the interest in a specific genre. However, there are certainly an exceeding number of factors that affects pupils’ writing development. 

    In addition, as a teacher I have encountered several difficulties present in pupils writing ability as well as their self-perception as writers. For example, during a writing exercise in Swedish 1, a course in upper secondary school, the pupils were learning how to paraphrase. The pupils were asked by me “What makes you into a good writer?”, with a surprised look the pupil said “Writer? I am not a writer? I am just doing the task”. Subsequently, it became clear to me that these pupils do not view themselves as writers. They might not feel that the texts are their own in which their personalities and experiences are present.

    Thus, I chose to conduct a writing project in the school which I work. The present study will analyse upper secondary school pupils’ self-reflections about their writing. This will be conducted by asking upper secondary school pupils at a school with a vehicular profile to read and write short stories as well as writing reading logs. The idea is that as the pupils were writing their short stories and writings their reading logs I would simultaneously collect and analyse their logs. In conclusion, the study will be based on the pupils’ reading logs. The purpose is to investigate the self-perception of pupils’ writing as they are writing and reflecting over their written production.

  • 91.
    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. 

  • 92.
    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.

  • 93.
    Backlund, Niclas
    Södertörn University, Teacher Education.
    "Varför kom vi olika yrkesgrupper inte så nära varandra som jag hade tänkt mig?": En vetenskaplig essä om fritidslärarens yrkesroll, med fokus på makt, etik och kommunikation.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Jag har i min essä reflekterat och sökt efter vad min yrkesroll som blivande lärare mot fritidshem ska vara och innebära. I samband med detta har jag också funderat över vad min plikt är i en dilemma situation där mitt yrkesuppdrag som fritidslärare ställs mot ett annat delegerat uppdrag i form av resurs till en elev under hela skoldagen. Jag har undersökt problematiken med hjälp av tre olika teoretiska perspektiv: den första är Michels Foucaults teori om makt, det andre är Ronald A Rothams teori om status och den tredje är Immanuel Kants teori om pliktetik.

    I den första delen har jag kommit fram till att skolan är en arena för olika maktstrukturer där resurser fördelas till olika verksamheter där bland annat skolan och fritidshemmet ingår. Jag har också kommit fram till att makten finns i alla relationer på vår arbetsplats och det som har betydelse i hur makten används i relationerna kan vara utbildning och yrkeserfarenhet bland annat. Makten behöver inte heller vara negativ utan kan användas som en produktiv kraft i att skapa kunskap och att skapa motstånd. Med hjälp av Ronald Rothmans teori om status har jag kommit fram till att den tillskrivna statusen, som vilar på en yrkesgrupps föreställningar om en annan, gör gällande att vi fritidspedagoger/fritidslärare ser lärarna som att inte ha någon förståelse för vår verksamhet och att lärarna ser oss fritidspedagoger/fritidslärare som ska hjälpa till klassrummet som en extra resurs. Vad gäller den förvärvade statusen, förutsättningar för arbetet, så menar jag att lärarna har en högre förvärvad status än oss fritidspedagoger/fritidslärare genom att de har legitimation, en högre lön och en längre utbildning exempelvis.  

    I min tredje reflekterande teoretiska del resonerar jag hur Immanuels Kant teori om pliktetik kan hjälpa mig till att förstå vad som är min plikt i mitt dilemma. Jag kommer här fram till att plikten alltid finns där och den förhåller sig till det som är det rätta, och inte alltid det som andra kräver av mig. För mig som yrkesutövande fritidslärare konstaterar jag att detta innebär att jag måste göra min plikt gentemot mitt yrkesuppdrag då det båda gynnar elevernas bästa och verksamhetens bästa. I den sista delen skriver jag en fiktiv berättelse där jag återigen möter läraren Kristina och försöker med språkets hjälp förklara min yrkesroll tydligare nu med en större insikt om den ska innebära.

  • 94.
    Bahou, Rania
    et al.
    Södertörn University, Teacher Education.
    Holm, Heleri
    Södertörn University, Teacher Education.
    ”Kossan är för tjock för att stå under stolen”: En observationsstudie om hur pedagoger och barn kommunicerar om matematik.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 95.
    Bakken, Michael
    Södertörn University, Teacher Education.
    Lättläst mellan raderna: En jämförande transitivitetsanalys mellan skönlitterär text och dess lättlästa version utifrån ett läsförståelseperspektiv2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study was to analyze, investigate and compare the eventual differences within the aspects of the ideational metafunction, of the systemic functional linguistics, between two fictional novels and their respective easy-Swedish versions, looking at chosen variables within the theory. The study also investigates how the eventual differences, effects the potential reader by setting the results of the analysis against contemporary research in reading comprehension. The method of use is transitvity analysis based within the ideational metafunction and its variables: processes, participants, circumstances, grammatical metaphors and register. The material that has been analyzed is Sodomsäpplet (Martin, 2016) and Mina drömmars stad (Fogelström, 2009) and their respective easy-Swedish versions.

    The result of the analysis proved that a lot of the material processes had been replaced by relational processes. This contributed to making the easy-Swedish versions more concrete but also static and impersonal, which effected the voice of the author as well as the register and the perspective of telling. The result is discussed with a reading comprehension perspective telling that the easy-Swedish versions not in every way is particularly easy as they displace the register and the authors voice. They also limit the abilities of interpretation for a potential reader.

  • 96.
    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.

  • 97.
    Barbus, Anna
    Södertörn University, Teacher Education.
    Allas lika rätt att gå i skolan: En essä om inkluderingsprocesser i praktiken2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of my scientific essay is to examine how children with special needs should be included in school and after school center and which preconditions i have as a pedagogue to work with this. During my writing process, I have made my own thoughts and experiences visible by reflecting on them, and put them against other educationalists’ thoughts, discussed with other students and looked back through my own work experiences.

    The problem of inclusion is too common in our school and it has been interesting to work with what the literature has to say about the subject, and what experiences colleagues and co-students have had. Through the writing process I have examined the notion of inclusion, especially inclusion concerning children with special needs. The pupils behavioral problems affects classmates and me as a pedagogue at the after school center.

    In my work role in school and at the after school center i face inclusion processes with children with special needs, where my strategies do not work and where my reception does not have any effect. In the inclusionwork at a school, many different knowledge, properties and prerequisites are required in order for the educationalists to make the day bearable for the pupils, which the management has to give them.

    My conclclusion is that there is not one way to interact with people, the interaction needs to be formed individually. Every now and then I meet pupils where the way throught the school systems is not straight forward. To assist every pupil the teamwork among pedagogues key to reach the goal.

  • 98.
    Barkhem, Josefin
    Södertörn University, Teacher Education.
    Vilka länder får synas i engelskböckerna?: En undersökning hur engelskspråkiga länder framställs i läroböcker för årskurs tre2018Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates whether students of year three get the chance to learn about cultures in places and contexts where English is used, through textbooks. The focus is whether the diversity of the English speaking cultures is shown or if a western centered image dominates. Postcolonial theory is the base of the investigation. As an analysis method, content analysis has mostly been used but also critical discourse analysis. The results show that Great Britain is the country that is most frequently represented in all books, but also that in general few cultures are brought up or explained. The purpose of this study is to investigate how English speaking parts of the world and contexts are represented in English books for year three.

  • 99.
    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.

  • 100.
    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.

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