The topic of the diploma thesis is the professional vision of the students of teaching and their view on problems of adolescent children. Based on a literature review, we first define the concepts of pubescent and factors affecting adolescence and professional vision in the theoretical part. That research part deals with content analysis of essays about Michael Cuesta's Twelve and Holding (2005), which was developed by the students of the 1st year of combined study, the branch of teaching for primary school (hereinafter referred to as "students") as part of the teaching of the subject Introduction to Pedagogy at the Department of Primary Education at the Faculty of Education of Charles University. The goal of this research is to describe how students, at the beginning of their studies, are able to perceive the problems of the children presented in the film. KEYWORDS pubescent, developmental psychology, professional vision, essay, film education

This article-based thesis focuses on the formation of vocational knowing within adult and upper secondary floristry education in Sweden. Three articles explore classroom interaction and assessment actions; a fourth considers changes in vocational subject matter during the period 1990–2015. While the first three articles draw on empirical data in the form of video and audio recordings in combination with participant observation, the fourth is based primarily on material-based interview data. All four articles share a sociocultural perspective on educational practice (Wertsch, 1998; Säljö, 2011, 2013) and a relational view of knowing (e.g., Carlgren, 2015; Molander, 1996), in combination with the use of conversation analysis (Goodwin &amp; Heritage, 1990; Sahlström &amp; Melander, 2010) as a tool to illuminate the formation of vocational knowing. The interaction between teacher, student, and floral arrangement is foregrounded to facilitate analysis of the formation of vocational knowing. The results contribute to our understanding of the schooling of the gaze (Goodwin, 1994; Grasseni, 2009, 2011) as appropriated by participants in the interaction. Floristry vocational knowing is shown to evolve in the temporal dimension, encompassing (a) financial and aesthetic values, (b) verbal and non–verbal communication, (c) botanical material and tools, and (d) making. The respective roles and interrelations of these four components of vocational knowing in floristry are discussed. The contribution of the thesis is twofold. First, these articles contribute to the understanding of vocational education through close appraisal of the formation of vocational knowing. Second, in exploring the previously under-researched field of Swedish floristry vocational education, the thesis bridges a gap in existing knowledge of the evolution of Swedish vocational education. As floristry education is little researched internationally, the thesis also contributes to the wider body of international research. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 3: Submitted. Paper 4: Submitted.</p><p> </p><p></p>

Thesis advisor: Lillie R. Albert / In mathematics education, there is an imperative for more just and equitable experiences in mathematics spaces, as well as ongoing efforts to move classroom instruction toward mathematical inquiry. While Mathematics Teacher Educators (MTEs) are expected to support multiple initiatives in mathematics education, they are particularly responsible for the professional learning of teachers and teacher candidates. MTEs must therefore prepare and support the professional learning of teachers to achieve twin goals. This study was designed to understand how MTEs envision their roles in supporting development of teachers across MTEs’ many professional functions in their work toward the twin goals of equity and inquiry. The findings suggest that identifying the forms mathematical knowledge takes is important for mathematical inquiry and that interrogating these forms can be used to counter pervasive social myths about who can do mathematics. Further, MTEs articulated three interrelated values for application of mathematics inquiry teaching for justice and equity: creating space, supporting sense-making, and naming how power and privilege have operated and continue to operate in mathematics spaces. Finally, MTEs described how mathematics inquiry practices are a mode for understanding the world and can be used to promote equity by uncovering biases and assumptions. These findings suggest a promising avenue for leveraging mathematical inquiry to increase equitable outcomes in mathematics spaces. / Thesis (PhD) — Boston College, 2020. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

The diploma thesis will deal with the professional vision of teachers as one of the actual concepts of didactics, given to art education. It is based on the knowledge that professional's thinking does not take place only in terms but also through images. It will deal with vocational vision in connection with professional knowledge and action in close relation to the teaching reflection. In the research part the student will participate in the analysis of concrete art lesson recorded by video study method. She will study and compare the comments of student teachers at the observational concepts and sub-processes. In the practical part student will create and carry out own art project that will respond to selected categories of the observed video study. She will apply it to the skills of primary school pupils. She will reflects in detail implemented project in relation to the analyzed concepts. Keywords reflection, art education, didactics of art education, discourse, teacher, student, teacher learning, Professional development, professional vision, teacher knowledge, video cases, analysis, concept

The importance of teacher leadership has received intense interest as an area of educational research over the past three decades (Crowther, Kaagan, Ferguson & Hann, 2002; Harris, 2003; Lambert, 2002; Marks & Printy, 2003). Most of this research has focused on the qualifications, impacts, and development of teacher leadership (Smylie & Mayrowetz, 2009). This study aimed to broaden the scope of research to include science teachers’ interaction with leadership practices in the course of a leadership development program that includes both their own professional development (PD) and leadership of teacher-driven professional development (TDPD). The study considered professional vision and identity rather than focusing only on formal or informal leadership roles. The purpose of this qualitative case study was to examine experienced physics and chemistry high school teachers’ perceptions of their leadership roles and characteristics and their professional vision and identity as they participated in a leadership development training program and a math and science partnership program as facilitators of the science activities for K-12 teachers. The study was situated within the leadership training program (I-LEAD) five-year project, which was designed to recruit experienced secondary physics and chemistry teachers, called Master Teaching Fellows (MTFs), to understand the dynamics that support or limit the development of teacher leaders. The participants in this study consisted of up to three of these MTFs, who organized and implemented TDPD activities for K-12 teachers to improve these teachers’ science knowledge and teaching practices. The data was analyzed using multiple coding methods that generated themes from interviews with the MTFs and archival data from the I-LEAD leadership program. The results of the study claim that professional vision, professional identity, and teacher leadership roles and skills are inextricably interrelated. These dynamic components are refined, reshaped, and reformed by self-reflection, discussion, and feedback as provided through PD activities. This study further suggests that teacher leadership mechanism evolves over time through practicing different teacher leadership roles in the professional journey. Implications and practical suggestions for school administrators, PD developers, and policy makers as well as teacher leaders are discussed.

Nya examensmål har nyligen utformats för samtliga förskollärarutbildningar i Sverige. Dessa trädde i kraft den första januari i år, 2021, efter att regeringen konstaterat att skolan måste möta barn i neuropsykiatriska svårigheter, som exempelvis ADHD, på ett bättre sätt genom utökad kompetens på området. Sådana socioemotionella svårigheter har visat sig ge upphov till stigmatisering och diskriminering av barn i olika skolkontexter. I läroplanen för förskolan finns riktlinjer som säger att förskolan löpande ska arbeta med åtgärder mot diskriminering. Bland sådana åtgärder har inkludering blivit ett väl etablerat, men omdebatterat begrepp. Kritik har riktats mot gränsdragningen mellan det normala och det avvikande hos barn i förskolan och det finns kunskapsluckor i litteraturen kring konstruktionen av det emotionellt avvikande i förskolan. Studien har utgått från ett socialkonstruktionistiskt perspektiv med kritisk diskursanalys som ansats. Syftet med studien var att beskriva och problematisera förskollärares tal om hur strategier, för inkludering av emotionellt avvikande barn, formuleras inom förskolan som diskursiv praktik. Kodningsscheman och markeringar i talet, enligt Goodwins (1994) beskrivning av hur den professionella blicken skapas, har legat till grund för utförandet av analysen. I de mest framträdande resultaten skiljer sig diskursen om det emotionellt avvikande barnet från diskursen om det inkluderade barnet. Ur ett normativt perspektiv blir det fysiska avståndet från barngruppen och leksituationer något avvikande. Ur ett inkluderande perspektiv blir barnets behov av lugn och ro istället viktigt att uppfylla. Även diskursen om interaktionen mellan pedagog och barn som ett slags maskineri utgör ett av fynden i studien. Diagnosen framställs i studien som något eftersträvansvärt för att få tillgång till en extra resurs i verksamheten. Samtidigt tyder resultatet på en ökad medvetenhet om relationella och miljömässiga faktorers påverkan på barns emotionella uttryck, jämfört med tidigare studier. Resultaten kan bidra till fortsatt forskning kring kategorisering av barn i förskolan och således till arbetet mot ökad barnhälsa. / New degree objectives have recently been formulated for all preschool teacher education programs in Sweden. These were applied on the first of January this year, 2021, after the government stated that schools must meet children with neuropsychiatric difficulties, such as ADHD, better through increased competence on the subject. Such socio-emotional difficulties have led to stigmatization and discrimination of children in various school contexts. The curriculum for the preschool contains guidelines that state that the preschool must continuously work with measures against discrimination. Among such measures, inclusion has become a well-established, but controversial concept. The determination of what counts as normal and deviant behaviour in pre- school children has been criticized from a social constructionist perspective and there are gaps in the literature on the construction of the emotionally deviant child in preschool. The study was based on a social constructionist perspective using critical discourse analysis as a theoretical framework. The purpose of the study was to describe and problematize preschool teachers' speech about how strategies, for the inclusion of emotionally deviant children, are formulated within preschool as a discursive practice. According to Goodwin's (1994) description of how the professional vision is created, Coding schemes and markings in the speech have been central for performing the analysis. In the most prominent results, the discourse on the emotionally deviant child differs from the discourse on the included child. From a normative perspective, the physical distance from children and play situations, is described as deviant. From an inclusive perspective, the child's need for peace and quiet becomes important to fulfill. The discourse on the interaction between educator and child as a kind of machinery is also one of the main findings. The diagnosis is presented in the study as something desirable to gain access to an extra resource. At the same time, the results indicate an increased awareness of the influence of relational and environmental factors on children's emotional expression, compared with previous studies These findings can contribute to continued research on the categorization of children in preschool and thus to work towards increased child health.

Pedagogical practice is a substantial component in the education of future teachers, because during it, the specific knowledge that is important for the performance of the teaching profession are developed. This dissertation thesis is dedicated to professional vision and the ability to reflect by future biology teachers during their pedagogical practice. The thesis specifically deals with the analysis of individual reflections of students and observation interviews. The research is conducted using several studies. The first study was performed with the analysis of 130 written reflections taken before and also after individual watching video recordings of 65 students' own lessons. For the analysis of written reflections, the categorical system submitted by Sherin and van Es (2008) was used. For students doing their first practice at lower secondary school, a statistically significant shift across a wide range of professional vision categories was detected after watching a recording of their own lessons. This was unlike the students doing their second practice at upper secondary schools. Further analysis was carried out, and was aimed at deeper research into the nature of the evaluative statements. The analysis was conducted by 10 future teachers of biology and 40 written reflections were reviewed....