The dissertation thesis deals with bases of establishing and maintaining authority in education from the perspective of student teachers in the international context. The thesis is divided into six chapters, the first three of which lay down its theoretical groundwork. In the first chapter the term authority is defined both generally and from the point of view of education, then it is classified and categorized, which is followed by an outline of possible dilemmas authority may cause in education. The second chapter charts both internal and external determinants of establishing and maintaining authority in education, i.e. it deals with the influence of teacher's personality and expertise, pupil, interaction of a teacher and a pupil, official pedagogical documents, as well as social and cultural factors. The theoretical part is concluded by the review of the contemporary research of authority in education. The fourth chapter presents the research question and characterizes bases of the selected research methodology - grounded theory. Also, it describes the research plan and utilized qualitative and quantitative research methods, which include free word associations, sentence completion, mind mapping, short written narratives, focus group, and adapted QTI. The chapter also concerns itself with...

Flerspråkig didaktisk kompetens är ett ämne som diskuteras i forskning för förskolor och grundskolor på grund av att flerspråkiga barn har ökats i Sverige. Resultat från tidigare forskning visar exempelvis att lärare upplever att de inte har den nödvändiga kompetensen för att undervisa flerspråkiga barn. Av denna anledning undersöker vi i denna kvalitativa studie hur förskollärare upplever sitt arbete med flerspråkiga barn och vad förskollärare upplever som kompetens med flerspråkiga barn i förskolan. Studien behandlar frågorna: Hur upplever förskollärare sitt arbete med flerspråkiga barn i förskolan och vilka kompetenser upplever förskollärare i flerspråkigt arbete? För att besvara frågorna genomfördes semistrukturerade intervjuer med fem förskollärare som arbetar eller har arbetat aktivt med flerspråkiga barn. Studien utgår från en fenomenologisk och hermeneutisk ansats för att analysera förskollärares flerspråkiga didaktiska kompetens. Resultatet visar att förskollärares upplevelser av sitt arbete med flerspråkiga barn och vad som anses vara kompetens grundar sig i två former av erfarenheter: 1) Erfarenheten som förskollärare: hur länge en förskollärare har arbetat med flerspråkig undervisning, 2) Erfarenhet som människa: vilka upplevelser individen har av sin egen historia av språkutveckling som kan användas i lärarprofessionen. Resultat visar även att deras upplevelser är nära förknippade med vilka krav på kompetenser samhället ställer i relation till lärarprofession. / Previous scientific research has discussed the topic of multilingual didacticcompetence for preschools and primary schools, due to the fact that thenumber of multilingual children has increased in Sweden. For example,results from previous research shows that teachers feel that they do not havethe necessary competence to teach multilingual children. Because of this, inthis qualitative study we investigate how preschool teachers experience theirwork with multilingual children and what preschool teachers experience ascompetence in working with multilingual children in the preschool. Thestudy addresses the questions: How do preschool teachers experience theirwork with multilingual children in preschool and what competencies dopreschool teachers experience in multilingual work? To answer thequestions, semi-structured interviews were conducted with five preschoolteachers who were working or have been working actively with multilingualchildren. The study takes a phenomenological and hermeneutical approachto analyze preschool teachers' multilingual didactic competence. The resultsshow that preschool teachers' experiences of their work with multilingualchildren and what is considered competence in the work are based on twoforms of experience: 1) Experience as a preschool teacher: how long apreschool teacher has worked with multilingual education, 2) Experience asa human being: what experiences the individual has of their own history oflanguage development that can be used in the teaching profession. Theresults also show that preschool teachers' experiences are linked to thedemands from the society on competence in relation to the teachingprofession.

The paper analyzes the potential and possibilities of mixed learning as a didactic means of implementing the transition to an integrated learning model involving information and educational environments and resources. The existing models of mixed learning are described, the aspects of effective use and integration of information and educational environments in the educational process of the College are identified. The structure of the information and educational environment of the SPO teacher and the content of methodological support for the implementation of mixed learning in the SPO system are presented. / В работе анализируется потенциал и возможности смешанного обучения как дидактического средства реализации перехода к интегрированной модели обучения с привлечением информационно-образовательных сред и ресурсов. Описаны существующие модели смешанного обучения, выявляются аспекты эффективного использования и интеграции информационно- образовательных сред в образовательном процессе колледжа. Представлена структура информационно-образовательной среды преподавателя СПО и содержание методического сопровождения реализации смешанного обучения в системе СПО.

The present thesis Problems Faced by Beginning Teachers deals with the issue of beginning teachers and their problems in their first years of teaching. The aim of this paper is to identify key problems of beginning teachers. An analysis of scientific literature and other relevant documents, questionnaires and narrative interviews with beginning teachers were used to achieve a project objective. The thesis is divided into five chapters. The first chapter focuses on the concept of a teacher and their professional development. The second chapter describes teacher training, the third one deals with a role of mentors and the fourth chapter presents some potential problems that beginning teachers might face. The problems could be divided into several different categories, for instance, teaching problems, organizational problems, material and technical problems and social problems. The fifth chapter involves empirical research in the form of questionnaires, narrative interviews and my own introspection. The respondents are beginning teachers who are in their first five years of teaching experience.