The purpose of this study has been to look into and analyze the view on sex equality in textbooks and teaching media, and teaching of a group of upper secondary school teachers, through a gender perspective. The teachers teach subjects within social- and political science. The two questions that I wanted to answer are: What views do the teachers have on sex equality in their teaching? What views do the teachers have on sex equality in the teaching media (textbooks and other teacher media) which they have access to? Since I wanted to look into the teachers own views I chose unstructured interviews as the method of gather empirical information. To interpret the transcribed texts I chose the hermeneutic view of people as intentional. I interviewed six teachers in an upper secondary school, four men and two women. I have interpreted the interviews through a gender perspective, based on theories by Yvonne Hirdman, Maria Hedlin, Ylva Elvin-Nowak, Heléne Thomsson and Britt-Marie Thurén. Theories that have been acknowledged are gender, gender making, the male norm, structure, how to integrate sex equality, mentors and models, and feminism. Previous researches that I have focused on are thesis of Eva Gannerud, and Victoria C Wahlgren. The conclusion of the study is that some of the teachers’ did not think that most of the textbooks they used contained an aspect of sex equality, some of them seldom used textbooks and if they wanted a sex equality aspect of the teaching they had to find supplement material on their own. In my analysis I found that the teachers felt responsibility but did not feel that they had room for increased teaching by adding sex equality to the existing lesson material. I argue that the responsibility should not lie on the individual teacher to figure out supplement for sex equality aspects on their own, but the responsibility should lay on the school system as a whole, teachers training included.

In this examination paper I’m using the qualitative method: phenomenographic analysis to present twenty educated and working pre-school teachers opinions about being outdoors in Swedish pre-school. The purpose is to describe the variation between different pre-school teachers’ opinions, not to focus on wrong or right.    The paper starts with a review over the opinions presented by the literature on the subject. After that I present the category system I’ve created based on the answers I’ve got from the interviews with the pre-school teachers. The category system have four main headlines: Physical and psychological records of being outdoors, the outdoor environment, being outdoors and the outdoor environment in the Child’s perspective and being outdoors in the pedagogues perspective.    In The ending chapter “Discussion/Analysis” I compare the literature with the pre-school teachers’ opinions and make the conclusions that good conditions for a qualitative time outdoors are: attending pedagogues manage to see possibilities in the outdoor environment, be conscious about what you are doing and why, never stress and have patience. Overall it doesn’t matter if you are indoors or outdoors you must always plan, have commitment and be full of happiness. / Genom den kvalitativa metoden fenomengrafisk analys redogör jag i det här examensarbetet för vad 20 utbildade förskollärare, som är verksamma på förskolor inom samma skolområde har för uppfattningar kring begreppet utevistelse. Syftet har varit att beskriva variationen i förskollärarnas uppfattningar, inte att visa på något som rätt eller fel.    Arbetet börjar med en genomgång av vad litteraturen har för olika uppfattningar kring utevistelsen på förskolan. Sedan har jag utifrån svaren jag fått av de intervjuade förskollärarna skapat ett kategorisystem med fyra rubriker som är genomgående genom hela arbetet. Dessa rubriker är: Utevistelsens fysiska och psykiska förtjänster, utemiljön, utevistelsen och utemiljön i barnens perspektiv och pedagogen i utevistelsen.    I det avslutande kapitlet ”Diskussion/analys” knyter jag an litteraturen till förskollärarnas svar i resultatet och drar slutsatser om vilka förutsättningarna för en bra utevistelse är. Främst krävs det närvarande pedagoger, pedagoger som kan se möjligheter i utemiljön, att vara medveten om varför man som pedagog agerar som man gör i olika situationer, att aldrig vara stressad och våga ha tålamod.  Övergripande kan jag se att det inte spelar någon roll om man är ute eller inne. Samma planering, engagemang och glädje ska alltid finnas som ledord hos pedagogerna.

Η συζήτηση για το μουσείο ως εργαλείο εκπαίδευσης στην εικαστική διεργασία εγγράφεται τόσο στο πεδίο της Τέχνης όσο και της Μουσειακής Εκπαίδευσης. Τα ερωτήματα που τίθονται είναι: κατά πόσο μπορεί το μουσείο να αποτελέσει ένα αποτελεσματικό εργαλείο εικαστικής αγωγής υπερβαίνοντας ή επαναπροσδιορίζοντας τον ρόλο του στο πλαίσιο της αισθητικής αγωγής, στον σχολικό χώρο; Κατά πόσο είναι έτοιμοι ή διατεθειμένοι οι εκπαιδευτικοί προσχολικής αγωγής να υιοθετήσουν μια τέτοια πρακτική; Μπορούν οι καινοτόμες μουσειακές δράσεις να βρουν ευρύτερη εφαρμογή στη διδασκαλίας της εικαστικής αγωγής; Μπορεί η λαϊκή μορφή τέχνης του Θεάτρου Σκιών να αποτελέσει γέφυρα σύνδεσης του παρελθόντος με το παρόν, της παραδοσιακής με τη σύγχρονη εκπαίδευση, της μουσειακής αγωγής με την εικαστική εκπαίδευση; Υπό το πρίσμα αυτό θα εστιαστούμε στην εικαστική αγωγή, ως σχολικό μάθημα και στις εκπαιδευτικές δραστηριότητες που αναπτύσσουν τα μουσεία στα πλαίσια διαμόρφωσης της καλλιτεχνικής παιδείας, σε μαθητές προσχολικής αγωγής και πως αυτές οι πρακτικές συμβάλλουν στην καλλιέργεια της προσωπικής έκφρασης και ευαισθησίας των παιδιών. / Η ΒKΠ διαθέτει αντίτυπο της διατριβής σε έντυπη μορφή στο βιβλιοστάσιο διδακτορικών διατριβών που βρίσκεται στο ισόγειο του κτιρίου. / The discussion concerning the museum as an educational material in the pictorial process is stated in the field of Arts as well as the Museum Education. The questions posed are the following: to what extend can the museum constitute an effective means of art education outrunning or reassigning its role in the framework of Aesthetic Education(Arts) in the school environment? To what extend are the Pre-school Education Teachers willing to adopt such a technique? Can the innovative museum actions find a broader application on the teaching of pictorial education? Can the folk type of art of the Theatre of Shadows bridge the gap between the past and the present, the traditional and modern education, the museum and the pictorial education? Bearing the above into consideration, we will focus on the pictorial education as a school subject and the teaching activities applied by museums in order to form artistic education to pre-school learners and on how these techniques contribute to the development of children’s personal expression and sensitivity.

Forskning visar att bildskapande kan användas på många olika sätt. I fritidshemmet är det vanligt att man utgår ifrån läroplanen när man planerar aktiviteter som rör bild. Även elevers intressen och behov ligger till grund för hur man arbetar. Utifrån de syften pedagoger har med en bildaktivitet formas aktiviteten. Med hjälp av denna studie ville vi få en djupare förståelse för varför fritidslärare arbetar med bild. Ämnet har undersökts genom intervjuer med fem lärare i fritidshem. Resultatet visar att bildaktiviteter i fritidshemmet kan användas för att ge elever utvecklad förståelse för människors olika förutsättningar och att elevernas intresse ofta ligger till grund för vilka aktiviteter som genomförs. Även pedagogens utbildning i och intresse av bild påverkar arbetet.

Text in Afrikaans / The researcher is qualified as a pre-school teacher and experiences that pre-schoolers behave negatively at times. The researcher was exposed to playtherapy techniques in post-graduate studies . These techniques could be used by pre-school teachers to handle negative behavior. The question arises if pre-school teachers are already applying these techniques . This question is researched in this study by using research questionnaires . The study was done in and Tshwane. The dissertation consists of five chapters. In the first chapter the research proposal is discussed. The second chapter covers terms like play and playtherapy with reference to the pre-schooler . Chapter three looks at the pre-schooler, pre-school education and negative behavior. In chapter four the results of the research are presented and discussed. In the last chapter, chapter five, conclusions, recommendations, a general conclusion and a closing remark are made. / Social Work / M. Diac. (Play Theraphy)

Occurrence of Child Abuse and Neglect (CAN) has recently become quite frequent. Even though the number of experts dealing with this issue is increasing and there is a lot of professional literature available, the numbers of children abused and neglected are on increase. Traumas and pathological behaviour, which children experience in their families, are often carried over to adulthood and new families in the form of behavioural patterns. Basic school teachers, who spend substantial part of the day with children in the classes, play an important role not only in prevention, but also in detecting CAN cases. The objective of the diploma thesis was to observe the level of awareness among teachers regarding CAN and related issues and to find out whether they know what to do in case a child is suspected of being abused or neglected. Also, it was aimed at learning whether the awareness is influenced by microregion the teachers live in and respondents? age. The hypotheses were established to observe whether the teachers of basic schools in Jindřichův Hradec have better awareness of the issues relating to CAN than the teachers of basic schools in Třeboň, and whether the teachers of basic schools in Jindřichův Hradec have better awareness of the issues relating to CAN than the teachers of basic schools in Dačice. Next hypothesis dealt with whether basic school teachers under 40 years of age demonstrate better CAN awareness than teachers above 40 years of age. A quantitative research using the method of interview and technique of questionnaire was used to verify the hypotheses. The research corpus comprised of teachers of basic schools in the microregions of Dačice, Jindřichův Hradec and Třeboň. The finite corpus comprised of 193 respondents. The teachers of basic schools in the microregion of Jindřichův Hradec did not demonstrate better awareness of the issues relating to CAN than the teachers of basic schools the microregions of Třeboň and Dačice. Also, the teachers under 40 years of age did not demonstrate better awareness of the issues at hand than the teachers above 40 years of age. Analysis of the outcomes retrieved from the performed research did not confirm validity of the hypotheses H1, H2 and H3. The outcomes of the thesis imply that awareness of the basic school teachers, who were included in the research corpora in the given microregions, regarding the issues relating to CAN do not relate either to given microregions, where teachers work, or the age of the respondents. In general, respondents showed substantial awareness of CAN. It should be noted that CAN is very serious social problem and each society should pay proper attention to it.

Language development is a part of what pre-school teachers are supposed to teach children in pre-school and reading books, singing songs and rhyming is something that goes on although it isn’t always thought of how or why it is done. Phonological awareness, as just mentioned, is something that pre-school teachers work with on an everyday basis. The purpose of this study is to see how pre-school teachers work with the part of the phonological awareness that is called phonemic awareness. This study aims to see how pre-school teachers teach how the letters of the alphabet sounds and what words sounds like in the beginning, in the middle and at the end of words and how the children in pre-school get to learn how to use these sounds in their language development. The methodology used in this study is semistructured interviews with pre-school teachers. The results of the interviews conducted in this study show that pre-school teachers have several different ways to teach young children in the preschool about phonemic awareness. / Språkutveckling är en del av vad förskollärare ska undervisa barn i förskolan och att läsa böcker, sjunga sånger och rimma är något som hela tiden pågår, men det är inte alltid att det tänks till på hur eller varför det görs. Fonologisk medvetenhet, som just nämnts, är något som förskollärare arbetar med på vardaglig basis. Syftet med denna studie är att se hur förskollärare arbetar med den del av den fonologiska medvetenheten som kallas fonemisk medvetenhet. Denna studie syftar till att se hur förskollärare lär ut hur bokstäverna i alfabetet låter och hur ord låter i början, i mitten och i slutet av orden och hur barnen i förskolan lär sig att använda dessa ljud i sin språkutveckling. Den metod som använts i studien är semistrukturerade intervjuer med förskollärare. Resultaten av de intervjuer som genomfördes i denna studie visar att förskollärare har flera olika sätt att lära unga barn i förskolan om fonemisk medvetenhet.

Made available in DSpace on 2014-12-17T14:36:29Z (GMT). No. of bitstreams: 1 LuciaHBF_TESE.pdf: 3738014 bytes, checksum: 025f1838fb0717f4401d8721ca294d58 (MD5) Previous issue date: 2011-12-28 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / This paper presents a discussion about the use of the History of Mathematics as an educational resource and conceptual mediator in the formation of teachers who teach mathematics in the years of elementary school. It was a qualitative action method, in order to show the importance of holding workshops of History and Pedagogy of Mathematics as contribution to overcome the conceptual difficulties of teaching and teachers regarding the content covered in the course of education and afterwards they have to teach in the early of elementary school. We assume that understanding the historical, social and cultural comprehension as a conceptual and didactic focus effectively nurture the pursuit of a teaching and learning of mathematics students safe and justified in order to contribute to overcoming the difficulties of teaching and learning usually occurred in the classroom of the early years. In this sense, we organized a study group formed by students of Bachelors in Education and Mathematics at the University of Piau?. We developed five training workshops in History and Pedagogy of Mathematics, with a workload of 20 hours each and four follow-up sessions and advicement, totalizing 180 hours. The purpose of workshops was to develop studies on the History of Mathematics that could support the formation of a conceptual and didactic group with a view to prepare teaching materials and activities based on information drawn from undertaken historical studies .The products designed were used in formation of the group itself and will later be used in training teachers of public school in Teresina, in the form of workshop of History and Pedagogy of Mathematics in order to overcome problems arising from teaching and conceptual this education degree in Education Based on the obtained informations it was possible to suggest new referrals procedural level of education and university extension that may contribute to the reorientation of initial and continuing training of teachers in the early years elementary school / O presente trabalho apresenta uma discuss?o a respeito da utiliza??o da Hist?ria da Matem?tica como um recurso mediador did?tico e conceitual, na forma??o de professores que ensinam Matem?tica nos anos iniciais do Ensino Fundamental. Trata-se de uma pesquisa qualitativa, na modalidade pesquisa-a??o, com o intuito de mostrar a import?ncia da realiza??o de Ateli?s de Hist?ria e Pedagogia da Matem?tica como contribui??o na supera??o das dificuldades did?ticas e conceituais desses professores com rela??o aos conte?dos abordados no Curso de Pedagogia, e que, posteriormente, eles t?m de ensinar nos anos iniciais do Ensino Fundamental. Deste modo, partimos do princ?pio de que a compreens?o hist?rica, social e cultural, sob um enfoque conceitual e did?tico, oportuniza aos alunos, de forma efetiva, o exerc?cio seguro e justificado do ensino e aprendizagem da Matem?tica, de modo a contribuir para a supera??o das dificuldades de ensino e de aprendizagem, costumeiramente ocorridas nas salas de aula dos anos iniciais. Neste sentido, organizamos um grupo de estudos, formados por alunos de Licenciatura em Pedagogia e em Matem?tica da Universidade Federal do Piau?, desenvolvemos cinco ateli?s formativos em Hist?ria e Pedagogia da Matem?tica, com carga hor?ria de 20 horas cada um e quatro sess?es de acompanhamento e assessoramento, perfazendo um total de 180 horas. A finalidade dos ateli?s foi desenvolver estudos sobre a hist?ria da Matem?tica que pudessem subsidiar a forma??o conceitual e did?tica de um grupo de alunos das licenciaturas em Matem?tica e Pedagogia, com vistas ? elabora??o de materiais did?ticos e atividades baseadas nas informa??es extra?das dos estudos hist?ricos realizados. Os produtos finais elaboradas foram utilizados na forma??o do pr?prio grupo, para, posteriormente, serem aplicados ? forma??o de professores da rede p?blica de ensino de Teresina, na forma de um ateli? de Hist?ria e Pedagogia da Matem?tica, visando superar problemas did?ticos e conceituais decorrentes de sua forma??o de Licenciatura em Pedagogia. Com base nas informa??es obtidas, sugerimos novos encaminhamentos processuais em n?vel de ensino e extens?o universit?ria que possam contribuir para a reorienta??o da forma??o inicial e continuada dos professores dos anos iniciais do Ensino Fundamental. Palavras-chaves: Educa??o. Hist?ria e Pedagogia da Matem?tica. Ensino Fundamental. Forma??o de Professores

Made available in DSpace on 2016-03-15T19:40:34Z (GMT). No. of bitstreams: 1 Rosana Behaker Garcia Crippa.pdf: 369481 bytes, checksum: 239618c25d2450f0d31cc0062a4e7841 (MD5) Previous issue date: 2008-08-15 / Fundo Mackenzie de Pesquisa / This present research had the objective of describing the attributions of the role of the psychologists, in relation to the teachers who give classes in regular schools, where there is the inclusion, located in a suburb of Sao Paulo. The theorical reference used involved bibliographics research and emerged the history of inclusion in schools, interdisciplinariety, the propose of dilems by the inclusive education, the teachers, psychologists and inclusion. The field research which was developed, followed the principles of qualitative research, having the data collection as the instrument, the semistructtured enterview, involving four teachers, who gave their opinions, related to clinics diagnosis and students with Special Educational Needs (SEN), the works involving students with Special Educational Needs, psychologists intervention with teachers, students and parents and the description about a situation who feel the necessity of specific psychologist support at school. The number of elements discussed refers to a meaningful way to the effective possibility the importance of the psychologist taking part of the school universe. The research reached the objective proposal and its subject points to the possible contributions and relating to the psychologist s acting forward to the inclusion in school. / A presente pesquisa teve por objetivo descrever as atribuições do papel do psicólogo por parte de professores que lecionam em salas regulares onde há inclusão escolar, de um município da grande São Paulo. O referencial teórico utilizado envolveu pesquisa bibliográfica e abrange um histórico sobre a inclusão escolar; inclusão e interdisciplinariedade; dilemas propostos pela educação inclusiva; os professores e a inclusão; e os psicólogos e a inclusão. A pesquisa de campo realizada seguiu os princípios da abordagem qualitativa, tendo como instrumento de coleta de dados a entrevista semi-estruturada, envolvendo quatro professores que opinaram quanto ao diagnóstico clínico da alunos com NEE (Necessidades Educacionais Especiais), o trabalho com alunos com NEE; intervenção do psicólogo com professores, alunos e pais; e descrição sobre uma volição de ajuda de um psicólogo na escola. O conjunto dos elementos discutidos remete, de maneira significativa, para efetiva constatação da necessidade do psicólogo fazendo parte do universo escolar. A pesquisa atingiu o objetivo proposto e seu conteúdo aponta para possíveis contribuições na atuação do psicólogo frente à inclusão escolar.

The topic of my Diplome Thesis is Personal Education and its influence on the class climate at Primary School. In the theoretical part i describe the class climate, its participants, types, approaches and methods of its research. Thereafter, I explore how to optimize class climate. In the second part I describe the Personal and Social Edusation. I analyse the benefits of this croos- curricular topic, I split its contents on the topics and in conclusion, I analyse methodology principles and scheme of work with the aktivity of the Personal and Social Education. In the practical part I do the initial diagnosis of the climate in my class. It builds long- term interventions implemented activities of the Personal and Social Education, which is topped off with the final diagnosis. The comparison of both of the diagnostics, where it is showed a very positive shift, it illustrates the influence of Personal and Social Education in the class climate. Key words Primary school, class climate, diagnostics, Personal and Social Education, method, teacher action research