SAMMANFATTNING  Bakgrund Dagens palliativa vård härrör från hospicerörelsen som växte fram på 1960-talet i England. För att få palliativ vård ska den vårdsökande ha en sjukdom som inte går att bota och närma sig livets slut. Ett syfte med den palliativa vården är att främja livskvaliteten genom att se till hela människan. Ett av målen med behandlingen inom palliativ vård är att ge symtomlindring. Palliativ vård ges inom sluten vård, på hospice och inom den palliativa hemsjukvården. Hemsjukvården utgår ifrån ett närsjukhus och utför bl. a. palliativ vård i patientens hem. Den utgörs av professionella team där olika yrkeskategorier inom vården representeras. Den närståendes delaktighet i vården av den sjuke i hemmet är en förutsättning för att kunna bedriva palliativ hemsjukvård. Enligt World Health Organisation [WHO] har de närstående en rättighet att få stöd.  Syfte Att beskriva erfarenheter av att vara närstående till en person som får palliativ hemsjukvård.  Metod Metod som valdes var att göra en litteraturstudie. Sökningar gjordes inom databaserna PubMed och Cinahl och därtill utfördes manuell sökning. Sökningarna resulterade i att femton artiklar inkluderades. Artiklarna lästes, analyserades och fördes in i en matris som sedan var ett underlag vid sammanställandet av resultatet.   Resultat Fyra huvudområden framträdde. Inom dessa berördes den närståendes drivkraft att vårda, den närståendes behov av stöd, vårdandets inverkan på den närståendes hälsa samt vårdandets påverkan på relationen mellan den närstående och den sjuke. Vissa närstående kände sig kompetenta i sin vårdarroll medan andra upplevde sig vara otillräckliga.   Slutsats Den närståendes beslut att ge vård i hemmet byggdes på kärlek till den sjuke och en vilja att uppfylla dennes önskan. Stödet från det professionella teamet samt från vänner och familj betydde mycket för den närstående. Vårdandet medförde förändringar i livet. Förändringarna var relaterade till den närståendes livsutrymme, hälsa och dennes syn på livet och döden.   Nyckelord: palliativ hemsjukvård, närstående, erfarenheter, teamarbete, stöd

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On the first pages I tried to theoretically process problems of cooperation and its use from different point of view. The main goal of this work was to discover the teachers' and students' approach on cooperative methods. If they consider them as appropriate, useful and funny as it's written in many other publications. I didn't forget to define essential concepts either. Cooperation itself is in the society dealed with many scientific sectors such as sociology, politic science, psychology, even economy, ecology and last but not least didactics and pedagogy itself. The base for my research was to know as many theoretical aspects on cooperative form of teaching. To make mapping of relevant knowledge about cooperative learning and teaching more meaningful, my work includes empiric part, which describes research survey focused on cooperative teaching form and its use on the second grade on the basic school. The crucial goal of research was to find out what opinion on cooperative forms of education do the teachers and students have and what cooperative method do they consider as the most appropriate. Start from theoretic research preparation and lead to own research performance and evaluation of gain data. In the end of my work I tried to create summary of gain data and their evaluation. Key words:...

Esta é uma pesquisa cartográfica que conta a análise e intervenção institucional produzidas com trabalhadores de saúde de uma Unidade Básica do município de Ribeirão Preto que também dispõe de trabalhadores do Programa de Saúde da Família. Propõe-se a delimitar as linhas em produção molares, moleculares e de fuga, os “marcos" acerca do trabalho produzido na Unidade e também da produção da equipe de saúde nesse cotidiano. O referencial teórico metodológico utilizado é o da análise institucional, especialmente da linha esquizoanalítica. O método é o da bricolagem em que diversos objetos, idéias, fragmentos de texto de autores de diferentes orientações teóricas são colocados lado a lado sem a pretensão da permanência ou da totalidade. A intervenção teve por norte a produção da auto-análise e da auto-gestão. Realizamos encontros grupais semanalmente, ora no período da manhã, ora à tarde, para facilitar a participação voluntária dos trabalhadores. Os encontros grupais foram gravados, transcritos e analisados. A equipe é definida como máquina a ser construída desmontando referências da totalização e da equipe grande-família, raspando superfícies de registro e controle. Na equipe é necessário que ocorram distintas articulações de saberes e fazeres para a produção de cuidados diferenciados para os usuários e para as famílias, uma vez que suas necessidades são diferentes. Daí a terminologia engenhoca mutante: uma permanente produção e que pode ser agenciada pela supervisão externa. Construímos três territórios de análise: Agenda, Paranóia e Aprenderes. Em cada território buscamos demarcações, ares, levezas, pesares, afetos... Agenda traz o modo como os trabalhadores se relacionam entre si e com a população para incluir ou excluir os usuários do serviço. O imprevisto próprio do trabalho em saúde faz os trabalhadores procurarem as certezas, as lógicas instituídas como o número de vaga por trabalhador médico, e resulta em diversos contornos e delineamentos no trabalho. Paranóia desenha as relações dos trabalhadores, traz momentos de resistência à mudança e de crise da equipe. Aprenderes conflui as possibilidades de transversalizar a equipe pelo seu encontro com o trabalhador agente comunitário de saúde, alguns aprendizados da própria equipe sobre si mesma, sobre o trabalho e ainda aprendizagens da equipe de análise e intervenção. / This is a cartographic research presenting institutional analysis and intervention produced with health professionals at a Basic Health Care Unit in the city of Ribeirão Preto, where there also are Family Health Care Program professionals. It is an invitation for taking the reader to a different future, multiplying senses, searching for "line" and "between-the-line" meaning. It attempts to outline molar, molecular, and escape production, "landmarks" surrounding the work produced within the unit and health care team production as to such routine. The methodological theoretical reference used is based on institutionalist writers, especially the schizoanalytical line. The method is bricolage, where a number of objects, ideas, text passages from writers with different theoretical guidance are placed together with no permanence or totality purpose: it is a performance with rhythm, color, and intensity produced upon researching/intervening. The analysis/intervention aims at producing self-analysis and self-management, professionals analyzing their work and lives, creating their own processes, and building their own responses. The analysis/intervention started as professionals asked for help with their relationships as they were not "getting along well" since the Family Health Care team arrived at the Unit. We has weekly team meetings, mornings and afternoons, in order to facilitate professional volunteer participation. Team meetings were recorded, transcribed, and analyzed. Team work is defined as a machine to be mounted unmounting totalization and large-team-family references, scraping record and control surfaces. The team is a mixture that does not blend, complete inclusion of difference, a net of institutions defines, according to Baremblitt (1994), as a set of said and unsaid rules and regulations that regulate people behavior. The thesis we advocate is that the team needs to be built as a changing device where know`s and do`s articulation takes place for different care production for users and families as they have different needs. The changing device term: a permanent production that may be managed through external supervision - taking care of who cares. We have built three analysis territories: Agenda, Paranoia, and Learning. We search for boundaries, atmospheres, lightness, pain, affection for each territory... Agenda brings the way professional relationships are among themselves and the population for including or excluding users to/from service. Health work unexpectation make professionals look for certainties, logic in the number of positions for medical professional, and it also provides several work outlines and standards. Paranoia outlines professional relationship, provides resistance to modification, and team crises. Learning brings team transversal possibilities through meeting health care community agents, team learning about itself, the work, and the analysis/intervention team.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2016-08-26T13:17:24Z No. of bitstreams: 1 Maria do Perpetuo Socorro Cruz.pdf: 946854 bytes, checksum: ffa77c29946d3a1e4dcf1b480762447b (MD5) / Made available in DSpace on 2016-08-26T13:17:24Z (GMT). No. of bitstreams: 1 Maria do Perpetuo Socorro Cruz.pdf: 946854 bytes, checksum: ffa77c29946d3a1e4dcf1b480762447b (MD5) Previous issue date: 2016-03-09 / The objective of this study was to investigate how affection, with an emphasis on interpersonal relationships between the principal and teachers, affects the development of team work at the school, specifically how these relationships affect the pedagogical teaching and feelings of frustration/satisfaction and motivation/discouragement involving teaching in the school and also how they are perceived in the discourse of principals and teachers the effects of affection in interpersonal relationships. The functional domains are involved and for this reason, the research has as theoretical Henri Wallon whose theory is presented in Almeida and Mahoney studies. To achieve the result of this investigation, a principal took part in a semi-structured interview along with four teachers of public schools in São Paulo. The study pointed to the importance of interpersonal relationships among teachers and between them and the principal and his or her influence in teaching with the students. In this analysis, teachers, as well as the principal, expressed the importance of social interaction with colleagues for a better pedagogical performance. Some teachers of the state schools indicated interpersonal relationships as fundamental factor for good professional performance and teaching practice, as well as reported its impact on their pedagogical practice. Furthermore, our research pointed out the need for continuing education, not only for teachers in their specialties, but also for training aimed at the improvement of interpersonal relationships in order to develop an environment conducive to team work for both teachers and principals / O objetivo deste trabalho foi investigar de que maneira a afetividade, com ênfase nas relações interpessoais entre o diretor e os professores, afeta o desenvolvimento do trabalho coletivo na escola, mais especificamente, de que maneira essas relações interferem no fazer pedagógico do professor e os sentimentos de frustração/satisfação e motivação/desânimo que envolve o trabalho docente no interior da escola e, também, como são percebidos no discurso de diretores e professores os efeitos da afetividade nas relações interpessoais. Por envolver os domínios funcionais, a pesquisa tem como referencial teórico Henri Wallon cuja teoria é apresentada nos estudos de Almeida e Mahoney. Para atingir o resultado desta investigação, foi realizada uma entrevista semiestruturada com um diretor e quatro professores atuantes em uma escola da rede pública estadual de São Paulo. O estudo apontou para a importância da relação interpessoal entre o professor e seus pares, entre o professor e o diretor e a sua influência no trabalho docente. Nesta análise, os professores, assim como o diretor revelam a importância da interação social com os colegas para um melhor desempenho do seu trabalho. Alguns professores da escola estadual apontaram as relações interpessoais como elemento fundamental para um bom desempenho profissional e prática pedagógica, assim como relataram o seu impacto no seu fazer pedagógico. Além disso, nossa pesquisa e observação apontaram para a necessidade de uma formação continuada, não apenas para professores enquanto sujeitos de sua própria formação, mas também uma formação, não técnica, mas significativa voltada para o aperfeiçoamento das relações interpessoais no interior da escola visando desenvolver um ambiente propício para o trabalho coletivo no campo relacional entre ambos: professores e diretores

Made available in DSpace on 2016-04-28T20:19:08Z (GMT). No. of bitstreams: 1 2006-Leonardo Ribeiro Fuerth.pdf: 488529 bytes, checksum: 2ef2b8657c792c3198949ea1c0f1a164 (MD5) Previous issue date: 2006-03-21 / This paper aims at studying the organizational phenomenon on work meetings. It has been analyzed how the business administrators - who live or work in the state of Rio de Janeiro, have been able to achieve satisfactory results in their meetings by using networks, especially e-mails and the internet as a tool of information technologies to decide processes, as well as have increased efficiency, which is a priority worldwide, and have, consequently, optimized the meetings. Although business meetings have a range of measurable parameters distinguishing them from one another, theoretically, some variables, such as communication, team work, decision making and information technologies may contribute to a better or worse performance of the professionals attending them. Based on the research which has been carried out with 68 business administrators who work in different areas, such as service industry, commerce and industry, it has been proved that 100% of these professionals consider it important to bring together people in order to work in teams, that normally vary from 4 to 8 people. According to what has been said by the professionals interviewed, those meetings should last, on average, one to three hours. A series of other characteristics of these meetings, as well as characteristics of the behavior of those attending the meetings has been unveiled throughout. Finally, the internet is a proven catalyst for saving time and money, which can be confirmed by the results: 93% of the people interviewed have answered that they do use electronic ways for internal communication; and 86% of the business administrators have reported that virtual interactions have been shown to be helpful and have shared the common objective of accelerating and enhancing human communications. By comparing the various tools available, we may conclude that e-mails, the intranet and video conferences are largely spread, what makes them a fundamental communication tool to accomplish a range of organizational goals. / O presente estudo foi realizado objetivando-se estudar o fen?meno organizacional das reuni?es de trabalho. Buscou-se analisar como os administradores domiciliados no Estado do Rio de Janeiro t?m conseguido obter resultados satisfat?rios em suas reuni?es, partindo-se da hip?tese de que quando esses profissionais se valem da internet, sobretudo dos correios eletr?nicos, como ferramenta de tecnologias de informa??o, em seus processos decis?rios, conseguem otimizar as reuni?es realizadas. A fundamenta??o te?rica isolou algumas vari?veis que atuam para um melhor ou pior desempenho dos profissionais presentes a essas reuni?es: comunica??o, trabalho em equipe, processo decis?rio e tecnologias da informa??o que auxiliem essas intera??es. Por meio da pesquisa cuja amostra foi de 68 administradores dos ramos de servi?o, ind?stria e com?rcio se p?de constatar que 100% desses profissionais consideram importante o ato de reunir suas equipes de trabalho, que normalmente variam de 4 a 8 pessoas reunidas e que duram em m?dia de 1 a 3 horas. Uma s?rie de outras caracter?sticas dessas reuni?es e do comportamento de seus participantes foi revelada ao longo da pesquisa apresentada, sendo que a hip?tese foi confirmada quando 93% os pesquisados responderam que usam meios eletr?nicos para suas comunica??es internas e que para 86% dos administradores as intera??es virtuais melhoraram os seus processos decis?rios e administra??o do tempo, destacando-se os correios eletr?nicos (emails) e a intranet entre as ferramentas mais difundidas no contexto organizacional, al?m da v?deo-confer?ncia no caso de contatos entre sede e filiais das empresas onde atuam os administradores.

Made available in DSpace on 2016-04-28T20:19:28Z (GMT). No. of bitstreams: 1 2009 - Rodrigo Linhares Lauria.pdf: 1096290 bytes, checksum: cd2e531f6c6a91f9e7e441cc348ef596 (MD5) Previous issue date: 2009-07-06 / It is a descriptive qualitative research, accomplished in a Brazilian branch of a French multinational company, that it aims at to analyze how the semi-autonomous groups methodology works in a management point of view. As the increasing empowerment by the use of these semi-autonomous groups is a recognized practice of improving competitiveness in the companies, it was necessary to identify which aspects related to the implantation methodology, chosen by the multinational, presented positive aspects and deficiencies in the employees optics. The used methodology is a case study, where in the data collection was used a questionnaire and daily observations of the company. The chosen universe is the operational department of the multinational, due to its largest implication in the implementation of the semi-autonomous groups. The chosen sample refers to a specific section of the assembly department, because it was considered representative in the analysis universe. The associate theory, from which the questionnaire was elaborated, found the necessary abilities/knowledge to the implementation of semi-autonomous groups, as well as the three competence dimensions idealized for Le Boterf, generating thirty six questions, being two for each relationship abilities/knowledge - competence dimensions between abilities/knowledge and competence dimensions. The conclusion of the questionnaires results analyses basing on the lifted up theories, the implantation manual of the multinational and the section observations, identified five roads of progress so that it is possible to develop the necessary competences to the semi-autonomous groups of this multinational. Which are: leadership formation and sensitization, development of the evaluation system, complete implantation of the spokes, formation / training in the other necessary competences to GSA and implantation of monthly team meetings. / Trata-se de uma pesquisa qualitativa descritiva, realizada numa filial brasileira de uma empresa multinacional francesa, que objetiva analisar como a metodologia grupos semiaut?nomos est? em termos de gest?o. Como o aumento da responsabiliza??o pela utiliza??o destes grupos semi-aut?nomos ? uma pr?tica reconhecida de melhoria da competitividade das empresas, visualizou-se a necessidade de identificar quais aspectos ligados ? metodologia de implanta??o, escolhida pela multinacional, apresentavam aspectos positivos e defici?ncias na ?tica dos funcion?rios objeto de sua a??o. A metodologia utilizada ? um estudo de caso, onde na coleta de dados utilizou-se um question?rio e observa??es do cotidiano da empresa. O universo escolhido ? a parte operacional da multinacional, pois s?o os maiores implicados na implementa??o dos grupos semi-aut?nomos. A amostra escolhida ? referente a um setor espec?fico de produ??o do departamento de montagem, por este ser considerado representativo do universo em an?lise. O referencial te?rico, a partir do qual foi elaborado o question?rio, levantou as habilidades/conhecimentos necess?rias ? implementa??o de grupos semi-aut?nomos, assim como, as tr?s dimens?es da compet?ncia idealizadas por Le Boterf, gerando trinta e seis perguntas, sendo duas para cada rela??o entre habilidades/conhecimentos e dimens?es da compet?ncia. A conclus?o das an?lises dos resultados dos question?rios a luz das teorias levantadas, do manual de implanta??o da multinacional e das observa??es realizadas neste setor em quest?o, identificaram cinco vias de progresso para que seja poss?vel desenvolver as compet?ncias necess?rias aos grupos semi-aut?nomos desta multinacional. As quais s?o: forma??o e sensibiliza??o da chefia, evolu??o do sistema de avalia??o, implanta??o completa dos representantes, forma??o/ treinamento nas outras compet?ncias necess?rias ao GSA e formaliza??o de reuni?es mensais das equipes.

Este trabalho tem como principal objetivo observar e analisar qual a influência dos estilos de aprendizagem, ou seja, as diferentes preferências por perceber e processar as informações, na formação de equipes de alto-desempenho (todos os membros integrantes da equipe estão comprometidos com a aprendizagem do outro visando alcançar índices elevados de desempenho em uma disciplina ou atividade proposta). Com intuito de atingir o objetivo proposto foram aplicados os inventários de Felder e Silverman (1988) e o de Keirsey e Bates (1984) em uma amostra de 53 alunos de alunos do primeiro e do quinto anos de graduação do curso de engenharia de produção mecânica, da Universidade de São Paulo - USP/São Carlos. A partir da análise dos dados coletados buscou-se traçar um perfil dos estilos de aprendizagem (dominantes) desses estudantes e correlacioná-los com a utilização do trabalho em equipe em três diferentes formações (aleatória, homogênea e heterogênea) como estratégia educacional objetivando melhorias no ensino/aprendizagem de graduação, segundo os preceitos estabelecidos pela teoria. Além disso, foi realizada revisão bibliográfica que abrangeu estudos sobre os estilos de aprendizagem e as técnicas do trabalho em equipe, seus benefícios e dificuldades. Com isso, foi possível observar e analisar as influências do conhecimento dos estilos de aprendizagem na formação das equipes tendo como parâmetro o desempenho dos alunos na disciplina abordagens para a identificação e solução de problemas em engenharia de produção. A pesquisa é caracterizada como exploratória e descritiva, por realizar descrições da situação, visando descobrir as relações (influências) existentes entre os elementos componentes da mesma, e por explorar o assunto anteriormente citado. Para a pesquisa teórico-empírica, aplicou-se na coleta de dados alguns questionários, os quais buscou verificar a percepção dos integrantes em relação a formação das equipes e a delegação de papéis. Com base nesses resultados foi possível realizar a análise e correlação entre as variáveis investigadas. De modo geral, observou-se nos resultados que, o conhecimento dos estilos de aprendizagem facilitou a formação das equipes uma vez que o auto-conhecimento propiciado pelos testes permitiram maior compreensão das dificuldades de algumas equipes e uma conseqüente intervenção de discentes e docentes visando maior aproveitamento e maior desempenho na respectiva disciplina. / This assignment has as main aim to remark and analyse what is the influence of the learning styles, in other words, the different preferences by noticing and processing the information, in the high-performance teams formation (all the integrated members of the team are committed to the other´s learning, aiming to reach high levels of performance in a subject or proposed activity). With the sense of reaching the proposed aim Felder and Soloman (1988)´s inventories were put into practice and the Keirsey and Bates (1984)´s in a sample of 53 students from the first and fifth grades students of the mechanical production engineering course, from USP- Sao Carlos. From the collected data analysis on, there was an attempt to draw up a profile of the learning styles (dominant) of these students and to correlate them with the usage of the team work in three different formations (randomly, homogeneous and heterogeneous) with educational strategy aiming improvements on teaching/learning, according to the rules established by the theory. Besides, a wide bibliographical review was carried out which included studies about the learning styles and the team work techniques, their benefits and difficulties. So, it was possible to observe and analyze the influences of the knowledge of the learning styles in the teams formation using as a parameter the students´performance on the subject approaches to the problems identification in mechanical production engineering. The research is characterized as exploratory and descriptive, by doing situation descriptions, aiming to find out the existing relations (influences) among the component members of it, and by exploring the previously quoted matter. For the theoretical-empirical research, some questions were put into practice in the data collection, where there was an attempt to check the participants perception in relation to the teams formation and roles delegation. Considering these results it was possible to do the analysis and correlation among the researched variables. As a general rule, it was noticed in the results that, the knowledge of the learning styles eased the teams formation once the self- knowledge given by tests allowed bigger difficulties comprehension of some teams and a consequent pupil and docent intervention aiming a wider use and higher performance in the respective subject.

Under vår tidigare studie med titel ”Utveckling eller förveckling; En interaktiv studie om en förändringsprocess på en gymnasieskola.” (Alexandersson & Carlén, 2007) uppmärksammade vi förändringsarbetes komplexitet. Tillsammans med lärarna och skolledningen togs beslutet att följa upp deras utvecklingsprocess genom denna studie av fördjupande karaktär. Studiens syfte var att förstå vad som sker i en arbetslagspraktik i samband med ett utvecklingsarbete med fokus på de kritiska aspekter som kan uppstå i en sådan process.   Vi antog en hermeneutisk ansats och valde aktionsforskning som metod där vi använde reflexiva intervjuer som erbjuder flexibilitet vid intervjutillfällena. Analysarbetet präglades av att tolka, och reflektera över, den insamlade datan i relation till vår förförståelse som inom hermeneutiken ses som grundläggande.   Resultatet visar på hur flera olika faktorer inverkar på, och samverkar i, förändringsarbete. Ur dessa har vi urskiljt tre kritiska aspekter i arbetslagets förändringsarbete som vi anser särskilt betydelsefulla att beakta vid förändringsarbete;   Att organisationen förhindrar det pedagogiska förhållningssättet Att målstyrning kräver förändrat ledarskap. Att samarbete och förändring bidrar till lärares kritiska reflektion och makt över sin egen praktik.   Vi konstaterar att en gemensam förståelse för uppdraget, genom hela skolans organisation, är nödvändig för att kunna genomföra de omstruktureringar som förnyade undervisningsformer kräver. En ytterligare förutsättning för förnyade undervisningsformer är att våga frångå det gamla till förmån för det nya. / During our previous study entitled ”Development or complication? An interactive study of a developing project in a upper secondary school.” (Alexandersson & Carlén, 2007) we noticed the complexity of developing projects. Along with the teachers and school management we decided to follow up their developing project in this study of deeper character. The purpose of the study was to understand what happens in a team work practice related to a developing project focusing on critical aspects that can appear in such a process   Our empirical approach was hermeneutic and our method was action research. We used reflexive interviews which are open and offer flexibility during the interviews. Interpreting and reflection characterized our analysis work   The result indicates several different aspects that effects developing project and we have identified three critical aspects which we find particularly important to take into consideration in developing project.   That the organisation prevents the pedagogical attitude. That management by objectives requires transformed leadership. That co-operation and developing project contributes teachers’ critical reflection and power of their domain.   We establish that a common understanding of the mission throughout the school organisation is necessary in order to implement restructuring that renew teaching format require. Another condition for renewed teaching format is to relinquish tasks to make place for new ones.

Intresset för studien väcktes ur gemensamma diskussioner kring lärares vardagsarbete i relation till skolans organisation och ledning. Vi fann därför ett förändringsarbete från traditionell till temabaserade undervisning på gymnasieskola intressant att studera. Studiens syfte var att undersöka och söka förståelse för hur förändringsprocessen upplevs och påverkar lärarna samt att vara en del i utvärderingen av lärarnas nybildade tematiska arbetslag. Vi valde att använda aktionsforskning som metod med en hermeneutisk ansats som innebär tolkning och reflektion. När vi studerade tidigare forskning uppmärksammade vi att Blossing (2000) i sin studie konstaterar att bland annat skolkulturen och skolledaren har betydelse för förändringarbetets utveckling. Vi använde oss av reflexiva intervjuer eftersom de erbjuder flexibilitet vid intervjutillfällena och vi relekterade över olika aspekter som framkom. Analysarbetet innebar att vi rörde oss mellan delar och helheter i en ständigt pågående process. Resultatet visar på flera olika aspekter som påverkar lärarna och vi valde att presentera dessa med innehållet i fokus framför individen av hänsyn till lärarnas integritet. Vi fann att personliga erfarenheter och egenskaper påverkade inställningen till förändringsarbetet och dess innehåll. Andra faktorer som synliggjordes var vikten av struktur för arbetet och möjligheter för reflektion. Planeringstidens betydelse och hur den organiseras och disponeras framkom och vi konstaterar att skolledningen har en viktigt roll i förändringsarbetet genom att leda och skapa struktur samt vara lyhörd för arbetslagets signaler. / Our interest for the study was an outcome from our mutual discussions about teachers every day work related to schools leadership and organisations. Therefore we found a developing project from traditional teaching to theme based team work teaching in an upper secondary school interesting for our study. The main purpose of our study was to examine and understand teachers experiances of the change from traditional teaching to theme based teaching. The purpose is also to be a part in the teachers’ team work evaluation. The empirical approach was hermeneutic and the chosen method was action research. As method to collect the empirical material we used reflective interviews that gave us the opportunity to be flexible during the interviews. During the process we reflected over different parts that appeared and how they interact as a totality. When we looked for former research we found that Blossing (2000) establishes that school culture and head of schools are of great importance for the outcome of developing work. From the result we can understand that there are several different factors that affect the teachers in a developing work. Their individual personalities and experiences affect their attitude towards the process of change and the containment of the same. The teachers need time for reflection and they find that they have not got enough time for planning the teaching in the theme based team work. Our conclusion is that the head of school has an important role in leading, creating structure and being attentive to the teachers needs.