Abstract is available to download.

As we move through our daily lives, the cogency of the world shifts and changes. Many constructs exist to explain and account for how we view and interact with our environment. Education is where our understandings become formalized and are challenged. To this end, a plethora of pedagogical tools are made available to aid educators in illuminating the world(s) around and within each student. However, there is always room for new ways of presenting information, concepts, and ideas. I put forth the mathematical trope of asymptotes as a new pedagogical tool. Asymptotes, as metaphor, work as a pedagogical tool for their utility as both visual and conceptual space. Through highlighting how asymptotes can map conceptualizations of 'the body', be utilized as a means to build and comprehend theoretical inquiry, and reconceptualize difficult issues and concepts within Women's Studies and Feminist classrooms, I posit the asymptotes metaphor as both visual/conceptual space and pedagogical tool.

This study contributes to the debate on accounting pedagogy in the basic financial accounting course by examining the pedagogical tool of fluency training as a way to improve student performance. Fluency training has been shown to improve performance of students in other academic disciplines.

Civic teachers in Swedish upper secondary schools are facing a more challenging job than ever due to the current polarized political climate. They are expected to teach about controversial issues whilst keeping the classroom at peace and at the same time allowing each student the opportunity to express their opinion. This research overview strives to explore how teachers teach and deal with controversial topics in civic studies. How can teachers work with controversial issues in the classroom? And what does previous research say about this work? In order to answer these questions a literature search has been done and previous research and empirical material has been analyzed. The findings show different approaches, such as denying the controversy or presenting different perspectives of the controversy, when teaching controversial topics in the classrooms. The results of this research review also presents different perspectives from both teachers and students on the subject, teachers’ dilemma as well as pedagogical tools that can be beneficial for students’ development. The findings also show that there is no clear answer or manual that teachers can follow or be guided by when teaching about and dealing with controversial issues. However, depending on one's goal of the lesson, one can strategically use a certain approach in order to try and reach a certain outcome.

No description available.

The aim for this study has been to research how talking space is distributed in an Englishspeaking classroom in Swedish schools. This aim has been answered by conducting a phenomenographic research method, as well as semi-qualitative interviews which have been analysed with regard to related literature and research. A second aim has been to establish whether teachers make use of pedagogical tools while trying to distribute talking space. Both literature and research, as well as the Swedish National Agency of Education, deem it essential that students utilize their talking space in order to optimise their English-speaking abilities, while additional research emphasizes the benefits of pedagogical tools as aids to achieve this. Experience suggests it is not unusual for learners to have difficulties in creating and recognising opportunities to speak in class. A major motivating factor for conducting this study has thus been to discover what teachers do to encourage less communicative students to contribute orally. The results show that teachers tend to be aware of the need to make their students speak as much as possible, although their methods trying to achieve this vary. The results also show that the interviewees display an overall negative attitude towards physical pedagogical tools, but that they instead view their students, general teaching methods, the setting of assignments etc, as pedagogical tools in their own right to achieve this purpose.

Traditional ballet training and somatic practice have different approaches regarding how the body moves. Ballet has a specific structure where traditions and conventions affect how a body moves connected to an outside perspective, concerning how a teacher, student, or audience sees the body. On another hand, somatic has an approach that permeates the body that encourages the inner perspective, in respect of how the student understands his movement. The purpose of this study is to find out how a ballet pedagogue can use somatic tools to improve the student’s abilities regarding the technique. This is related to the use of a teaching method that includes a somatic approach. The idea is to use colors, as a somatic tool, in a ballet class, and find out if this can support the student's technique, in addition, to understanding how the participants negotiate colors with their body´s needs. My research is an empirical study that consists of a few workshops with different groups, ages, and abilities and includes an informal survey of the participants. The content analysis will be collected from the informal survey conducted after the workshop. In my research, I find that the participants felt that they got some improvement by using color as a somatic tool and this approach could be a help for their ballet technique.

The aim of this study is to investigate how different approaches and methods for giving feedback can be articulated, problematized and discussed. Also, to produce a bigger knowledge about how feedback is used in a contemporary dance teaching context and to pay attention to feedback in dance teaching. The investigation is made by qualitative methods there three dance teachers have been interviewed and their answers were analyzed by disposing their answers in categories. The result of the study shows that teachers’ feedback can have different forms and their choices depends on several factors. Teachers’ intention is to not comment their pupils’ appearance and instead focus on dance-related aspects and use feedback consciously. The aim of teachers’ feedback is to develop and improve pupils’ dance practice and includes also problems and difficulties that can be encountered in the communication. However, the study contains and present how just a small part of dance teachers experience feedback and cannot be representative for the all dance teachers in one country or even institution.

Syftet med detta arbete är att diskutera förhållandet mellan historisk spelfilm och historieundervisningen i den svenska skolan idag.Spelfilm har blivit en del av elevers vardag och historiker diskuterar i allt högre grad hur historia används i spelfilmer och hur detta påverkar vårt historiemedvetande. Möjligtvis är det så att detta bruk av historia leder till ett nytt historiemedvetande.Film kan ses som ett pedagogiskt redskap, en upplevelse som leder fram till intresse och kunskap. Vad detta arbete strävar mot är att undersöka om man kan lära sig något om det förflutna genom historisk spelfilm samt om historisk spelfilm kan utveckla elevers historiemedvetande.Arbetet tar sin utgångspunkt i ett projekt om historisk spelfilm genomfört med högstadie- och gymnasieelever på två skånska skolor. Med avstamp i visandet av två filmer om medeltiden; Robin Hood- Prince of Thieves och En riddares historia, diskuteras faktakunskap, förståelse och historiemedvetande. / The purpose of this work is to discuss historic Hollywood movies in relation to the teaching of history in Swedish Schools today.Hollywood movies are in today’s society a part of the student’s everyday life and historians have increasingly come to discuss how history is used in these movies and how this affects our historic consciousness.Movies can be seen as pedagogical tools, an experience that will lead to an interest and a search for knowledge. What this paper strives to examine is if you can learn anything about the past by watching historic Hollywood movies and in extent if it can serve to develop student’s historic consciousness.Taking its beginning in a project about two movies dealing with the Middle Ages, Robin Hood- Prince of Thieves and A Knight’s tale, this paper discusses basic knowledge, comprehension and historic consciousness.

Syftet med denna studie är att belysa hur nyutbildade förskollärare upplever sig rustade för mötet med barns socioemotionella utveckling mot de krav som de har mött i förskolans verksamhet. Förskolan har under de senaste 50-åren förändrats vilket ställer ökade krav på förskollärarens kapacitet. Det ställer även krav på samarbetet inom arbetslaget där samverkan och förhållningssätt blir avgörande för den pedagogiska kvaliteten i förskolan. I studien används en kvalitativ forskningsmetod bestående av intervjuer med nyutbildade förskollärare. Genom att välja denna metod kunde vi synliggöra deltagarnas upplevelser och åsikter. Resultaten tyder på att de nyutbildade förskollärarna inte fullt ut känner sig förberedda för att möta och stödja barns socioemotionella utveckling i förskolan. Följden av bristande samverkan mellan utbildning och verksamhet kan resultera i att barnen i förskolan inte erbjuds de förutsättningar som krävs för att kunna lyckas. Resultaten synliggör en önskan och ett behov av en mer praktiknära utbildning för att stärka den pedagogiska kvaliteten och motverka pedagogiska begränsningar i förskolans verksamhet. / The purpose of this study is to highlight how newly trained preschool teachers feel they are equipped to deal with children's socio-emotional development against the demands they have encountered in preschool. The preschool has changed over the past 50 years, which increases the demands on the preschool teacher's capacity. It also places demands on the collaboration within the work team, where consensus and approach become decisive for the pedagogical quality in the preschool. The study uses a qualitative research method consisting of interviews with newly graduated preschool teachers. By choosing this method, we were able to make the participants' experiences and opinions visible. The results indicate that the newly qualified preschool teachers do not feel fully prepared to meet and support children's socio-emotional development in preschool. The consequence of a lack of cooperation between the education and the preschool practice can result in the children in preschool not being offered the conditions required to be able to succeed. The results visualize a desire and a need for a more practical education to strengthen pedagogical quality and counteract pedagogical limitations in the preschool's activities.