In this degree project, a study of the teacher’s identity in the Swedish curriculum of 1980 and 2011 is presented. The aim of this study is to examine and compare how the Swedish curriculum of 1980 and 2011, respectively, portraits the teacher’s role in creating democratic citizens. With discourse analysis of the teacher’s identity as the method, the study aims to answer the questions below: How is the character of the teacher’s role in creating good citizens, described in the curriculum and the syllabus for social sciences? What is included and excluded in the teacher’s duty within the task of creating good citizens? What kind of perspectives on the purpose of education is formulated in the curriculum? The theoretical bases of this study are taken from; Joel Westheimer and Joseph Kahne’s categorizations of the democratic citizen, Gert J.J. Biesta’s account of the different functions of education, Leonora. M Cohen’s definitions of three philosophical perspectives on education and Carsten Ljunggren and Ingrid Unemar Öst’s model of teachers different reactions to controversy. As a conclusion this study finds that the portrait of the teacher’s role in creating democratic citizens has changed in its description from the curriculum of 1980 to the curriculum of 2011.The identity of the teacher has gone from describing a qualifying, socializing and pragmatic mediator of social standards in 1980’s curriculum to in the 2011’s curriculum describing a qualifying promoter of knowledge and discussion. The study also finds that the professional authority of the teacher is, in the curriculums, given very little room and instead focus lies on either the aspect of knowledge or pragmatism.

Syftet med studien är att bidra med kunskap om hur förskollärare beskriver sitt arbetssätt när det kommer till att forma demokratiska medborgare i förskolan, med inriktning på de yngre barnen. Frågeställningar som har formats för att svara studiens syfte är: - Hur arbetar förskollärare med demokratiska värderingar i sin dagliga undervisning för de yngre barnen i förskolan? - Hur anpassar förskollärare sitt arbetssätt för att möta de individuella barnet och främja förutsättningar hos de yngre barnen när det gäller att forma demokratiska medborgare? - Vilka eventuella utmaningar stöter förskollärare på i sitt arbete med att främja demokratiska värderingar bland de yngsta barnen och hur hanterar de dessa utamaningar?  För att besvara studiens syfte är semistrukturerade intervjuer vald som metod och urvalet som gjordes var sex verksamma förskollärare med erfarenheter av att arbeta med de yngsta i förskolan. Det sociokulturella perspektivet om lärande och utveckling samt Harry Shiers (2011) delaktighetsmodell är vald som terori i denna studie och modellen hjälpte till att analysera resultatet av den insamlade data. Studiens resultat visar på att det finns olika nivåer där förskollärare ger barn inflytande och delaktighet i verksamheten. Resultatet visade även på att ett arbete för att forma demokratiska medborgare sker via att förskollärarna är närvarande och lyhörda för vad barn visar för åsikter samt hur de uttrycker sig. / The purpose of the study is to contribute with knowledge about how preschool teachers describe their way of working when it comes to forming democratic citizens in preschool, with a focus on the younger children. Questions that have been formed to answer the purpose of the study are:- How do preschool teachers work with democratic values in their daily teaching for the younger children in preschool?- How do preschool teachers adapt their way of working to meet the individual child and promote the conditions of the younger children when it comes to creating democratic citizens?- What possible challenges do preschool teachers encounter in their work to promote democratic values among the youngest children and how to deal with these challenges?To answer the purpose of the study, semi-structured interviews have been chosen as a method and the selection that was made was six active preschool teachers with experience of working with the youngest children in preschool. The socio-cultural perspective on learning and development and Harry Shier's (2011) participation model is chosen as the theory in this study and the model helped to analyze the results of the collected data. The results of the study show that there are different levels where preschool teachers give children influence and participation. The results also showed that a work to create democratic citizens takes place through preschool teachers being present and responsive

The diploma thesis deals with one of the cross-cutting issues in RVP ZV. It is devoted to the education which results in active citizenship in a democracy. A theoretical part is related to the following topics: education for citizenship, curriculum reform, core competencies, education for democratic citizenship and civics textbooks. A practical part contains a unique survey about the education for democratic citizenship at secondary school and worksheet drafts, which lead to anticipated results in such education.

The diploma thesis "Cross-Curricular topics in the teaching of mathematics at primary schools" describes possible ways of involving personality and social education, education of a democratic citizen, education towards thinking in European and global contexts, multicultural education, environmental education and media education in primary school mathematics. The thesis is divided into a theoretical, practical and an evaluative section. The theoretical part of this thesis analyses domestic and foreign findings on cross-curricular topics, outlines the historical development of the curriculum in relation to this issue and characterizes the educational area of "Mathematics and its application RVP ZV". It further focuses on interconnecting particular cross-curricular subjects with mathematics and examines their integration in current mathematics schoolbooks. The practical part contains proposals of activities (methodical activity sheets) connecting the area of "Mathematics and its application" with cross-curricular topics. It further presents organizational teaching forms and work methods used in activities including their descriptions. The last part evaluates the application of the activities in practice in terms of the development of pre-assigned mathematical skills and knowledge and the involvement of thematic units of cross-curricular topics.