The purpose of the study is to shed light on the basis for the didactic choices the history teacher makes in the planning of his teaching, and to highlight the choices that are linked to the didactic questions what the teaching should contain and why. There is an ongoing debate about trying to extend teachers' time in school where central content has been removed for this purpose. But what influences teachers the most in their planning? Are these factors that affect teacher’s unconscious or unconscious? There were four interviews conducted with history teachers working towards children in year 4-6. Based on the interviews and the analysis, one can see that there are factors that affect the teachers as they are aware and unaware off. The conclusion that can be drawn is that the dimensions live in a symbiosis where the student-related replaces the societal dimension. The societal dimension affects to such a low degree for a long time in order to notice any major difference in the present and in the short term. While the student-related is so present in everyday life for the teachers that it should have its own dimension. The factors that are most prominent in the didactic choices that teachers make are the personal dimension. However, the teachers themselves are not fully aware of this themselves and believe that it is the governing dimension that affects them the most. The qualitative differences between the dimensions are subtle but the personal and the governing dimension determine what are to be treated. While the student-related and didactic dimensions determine more how planned lessons will be take shape. Therefore, it is difficult to distinguish the dimensions from each other.

Formativ återkoppling är kommentarer som läraren ger till eleven under pågående skrivprocess som ska stötta eleverna till vidare utveckling. Denna studie syftar ta reda på hur svensklärare arbetar med formativ återkoppling på elevtexter i åk 4- 6, vilka för- och nackdelar de anser finns samt hur de anser att man bör arbeta kring detta för att eleverna ska utvecklas. Studien baseras på en kvalitativ metod där fem lärarintervjuer är gjorda och analyserade. I studien framkommer att lärare arbetar olika kring formativ återkoppling men att det är en del av undervisningen och något som lärarna ansåg vara viktigt för att eleverna ska nå ett större lärande. Enligt resultat i denna studie kan återkopplingen ge både positiva och negativa effekter beroende på hur läraren arbetar kring återkopplingen och hur lyhörd läraren är för elevernas personligheter. För att arbeta med återkoppling i åk 4- 6 är det enligt studiens resultat viktigt att ha en progression i sitt arbete samt att man lär eleverna att både ta emot och använda den återkoppling de får av sin lärare. / <p>Godkännande datum: 2022-01-16</p>

I augusti 2018 blir det obligatoriskt att följa den reviderade läroplanen (Skolverket, 2017a)där programmering har implementerats i teknik. Frågan vi ställer oss är hur väl förbereddalärarna är att undervisa i programmering då det tidigare inte funnits med i Lgr 11 (Skolverket,2017a). Studiens syfte är att undersöka tekniklärares uppfattningar av implementeringen avprogrammering i teknik samt hur de uppfattar att tillgången till fortbildning ochmaterial/programvara ser ut. Detta har undersökts genom en kvantitativ enkätundersökningsom 55 tekniklärare deltog i, samt sex kvalitativa intervjuer. En fenomenografiskforskningsansats har inspirerat till studien. Genom en kvalitativ analys och kategorisering avenkätsvaren och intervjuerna har uppfattningarna kring fenomenet programmering iteknikämnet och tillgång till fortbildning samt material analyserats.Resultatet av den insamlade empirin visar att majoriteten av tekniklärarna ochutvecklingsledarna ser positivt på att programmering införs i teknikämnet samt att tillgångentill material/programvara är god. Tillgången till fortbildning uppges vara något mindre god äntillgången till material. Strax över hälften av lärarna uppgav att det blivit erbjudnafortbildning och färre än hälften svarade att de redan har gått någon fortbildning.

The purpose of this study is to investigate how teachers assess their students in the technology subject based on formative assessment. As a method, semi-structured interviews were used and conducted with six middle school technology teachers. The result shows that the teachers have a common understanding of the concepts within assessment and that all teachers use formative assessment in their teaching. The results also show that teachers are bound by the frame factors that limit and influence their opportunities for teaching and assessment. The subject does not have a stable didactic core content and there is uncertainty regarding how the curriculum should be interpreted while the teachers lack collegial support. Formative assessment is described as an important tool in relation to the nature of the technology subject and the interest in formative assessment can be supported given the right conditions.

The aim of this qualitative interview study is to investigate which methods some teachers in grades 4–6 say that they use to strengthen multilingual pupils’ development in language and knowledge. A central place in the study is devoted to these teachers’ choice of method and how they justify it. The study seeks answers to the following questions: How do teachers in grades 4–6 describe their work to strengthen multilingual pupils’ language and knowledge development? What obstacles and possibilities do the teachers think are afforded by the methods described?  The study proceeds from a sociocultural perspective, focusing on learning through interaction with others. The method on which the study is based is qualitative interviews with teachers in grades 4–6. The twelve participants in the study, who work as teachers at three different schools in Götaland, were interviewed in four focus groups where a semi-structured interview form was used.  The results of the study show that the teachers think that language- and knowledge-development teaching benefits all pupils and that the teachers want and need more training in how to work to develop language and knowledge, a finding that agrees well with research in the field. The teachers in the study cannot give an explicit and unambiguous explanation of language- and knowledge-development teaching, but they are in relatively good agreement in their description of factors that are fundamental for language- and knowledge-development, such as interaction and cooperation, support, pre-understanding, positive expectations and proceeding from the pupils’ knowledge and experience. The teachers see opportunities to develop the pupils’ language and subject knowledge through explicit teaching about the various concepts in school language, different forms of group work which give high pupil activity and interaction, and explicit teaching about reading and writing strategies, for example, work with model texts, the circle model and reciprocal teaching in reading comprehension. Other methods and aids used by the teachers are picture support, film, body language, concept boxes, small whiteboards, recorded teaching material in different languages, and cooperation with study advisers. Obstacles mentioned were limited availability of digital aids and shortage of time, which mean that the teachers were not able to give as much pre-understanding, adapted teaching, and support as they would have liked.