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Syftet med denna studie var att genom deltagande observation i en mångkulturell förskola undersöka hur barnen använder varandra som resurs för att utveckla sin flerspråkighet samt vilka strategier pedagogerna använder för att främja barns flerspråkighet. Resultatet visar att barnen inte endast använder varandra som resurs utan även hur de använder kulturella verktyg, artefakter och engelska språket som medierande resurs. Resultatet visar även att pedagogers närvaro och positiva attityd till flerspråkighet blir avgörande för om barnen får möjlighet att använda alla språken och på det viset utveckla sin flerspråkighet.

In this study, we have focused on drama activity in relation to science education by having students participate in a drama activity that focuses on photosynthesis. The purpose of the study is to contribute with knowledge about how teachers can use design in their teaching for students to consolidate knowledge about photosynthesis. To research this, we took inspiration from action research as a research approach. We designed a drama activity based on the theory of Embodied learning where the students got to portray the photosynthesis. This activity was carried out at two schools with a total of 49 students. In this study, we were interested in finding out if the use of drama was successful in terms of developing students’ knowledge about photosynthesis. To identify to what extent the students’ knowledge changed and how their knowledge changed, three identical tests were made. The first test was completed before the drama activity, the second was done after the activity and the third was conducted after a summer break. The three test results were analysed in two ways. The first analysis was deductive and focused on assessment in relation to the understanding of the photosynthesis and requirements inspired from the school curriculum was the tool. The second analysis was thematic and focused on the difference in the answers that the students provided, with the purpose of identifying how the knowledge about photosynthesis changed after they had participated in the drama activity.The results showed that most of the students developed their knowledge of photosynthesis on tests that were close in time to the drama activity, while the smaller number of students showed a progression after a longer time from the drama activity. The results are not surprising and in teaching many activities are used to support students’ learning, not only one single activity. Still, we were interested to find out what kind of effects the drama activity could lead to in terms of stimulating students’ learning and therefore we isolated the teaching situation to only include this activity. We also need to address that the outcomes can depend on how the activity was designed and it is possible that another design could have led to other results.IIIOne conclusion we draw from the results is that drama works differently for different students and that it should not be taken for granted that it automatically leads to better learning for all students. Drama should be seen as the tool and that it is the teacher's use of the tool that determines the student's progression.

The aim of the study is to contribute with knowledge about preschool documentation and assessment practice. The focus lies on preschool teachers’ mutual talk about documentation and assessment and how discourses about documentation and assessment practices are sustained, challenged or recreated.  In the study, the applied theory and method are taken from Norman Fairclough’s critical discourse analysis. The starting point of the study is the way preschool teachers in their speech acts express what they consider to be common sense with regard to documentation and assessment. The data material was constructed by using two focus groups with a total of 10 participant preschool teachers. The teachers’ speech acts were analyzed by applying the analysis concepts of modality and legitimacy.  The result shows that preschool teachers talk about documentation as something regulated by using the curriculum as authority, as well as something benefiting the reputation of preschool and its profession, children’s development as well as the development of preschool. In addition, documentation is mentioned as a tool for working with children’s interest and influence. These are the speech acts that legitimize documentation in preschool. In contrast, there are few speech acts that question preschool documentation practice. To legitimize challenging the current documentation practice, the question whether preschool is like a Big Brother world is asked. Photographs and film emerge as highly important documentation tools for benefiting children’s development, making the organization visible to caregivers, and for pinpointing learning. Children’s participation is legitimized by preschool teachers from various aspects, while children appear to have few possibilities to abstain from documentation. The participant teachers demonstrate both the necessity and the desirability of the assessment concept in preschool documentation and assessment practice. Their talk is of high modality both when referring to the undesirability of assessing the individual child and when admitting that this is something they are obliged to do. This is legitimized by their claim that the assessment is of benefit to the children. Assessing the relation between activities and children’s actions emerges as desirable in preschool teachers’ talk.  In the analysis of how preschool teachers talk about documentation and assessment, five different ways of referring to these processes can be distinguished. They comprise a power structure discourse as well as a learning, a professionalization, a digital and a welfare discourse. One conclusion to be drawn is that preschool teachers contribute to maintaining documentation as a natural part of preschool activities. Challenging preschool documentation and assessment practice occurs to some extent in that ethics discussions, which have not previously been included in preschool documentation and assessment practice, now enable teachers to discuss what their documentation requirement entails for the children.

Denna uppsats tar utgångspunkt i Bosnien och Hercegovina (BiH) och undersöker hur hållbar utveckling undervisas i gymnasieskolor. Inom hållbar utveckling tillämpas även agenda 2030 och de 17 globala målen. Alltfler människor, företag och andra aktörer beaktar sin påverkan på hållbar utveckling genom att se över sin produktion och konsumtion. I skolan undervisas hållbar utveckling för att lära unga att se över sin påverkan på hållbar utveckling och eventuellt förändra ens vardagsrutiner. UNESCO har skapat ett ramverk i syfte att utbilda fler människor i hållbar utveckling. I detta ramverk beskriver UNESCO vilka kunskaper som är relevanta för undervisningen, olika undervisningsmetoder samt prioriteringsområden i undervisningen. Ramverket används i uppsatsen som utgångspunkt för vad lärare bör ha i åtanke och efterfråga i undervisningen när det gäller hållbar utveckling. En kvalitativ undersökningsmetod har tillämpats i form av intervjuer och enkäter. Enkäterna har skickats till samma deltagare som har intervjuats. Syftet med enkäterna var att få mer information om hur mycket kunskap/förståelse deltagarna har om hållbar utveckling. Intervjuerna genomfördes för att samla in mer djupgående svar. Deltagarna är gymnasielärare i olika ämnen i distriktet Sarajevo. Studien visar att i BiH undervisas ämnet hållbar utveckling bara i enstaka ämnen, men inte på en djupare nivå. Utifrån resultatet visar det sig att lärare väljer att inte fokusera på hållbar utveckling mer än att eleverna ska känna till vad det är. Ämnet finns inte heller konkret i deras läroplan eller anger att elever ska ha förståelse för hållbar utveckling.

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The overarching interest of this licentiate thesis is directed towards values as they are discursively constructed in systematic quality work in preschool. The aim of the study is to contribute with knowledge about the values discursively expressed in systematic quality work in preschool and how these can, in turn, be understood in relation to current quality work contexts. Values, as understood in the study, are assumptions about something good, desirable and worth aiming at and are seen as socially constructed in a specific societal, cultural and historical context. Discourse can be interpreted as a certain way of talking about and understanding values where language represents a specific meaning context. Fairclough’s critical discourse analysis has been applied to critically examine and make visible what values and discourses are expressed in the systematic quality work in preschool, as well as their mutual relations. In addition, Ball’s performativity concept has been used. The empirical material consists of 17 preschools’ documented systematic quality work in the form of evaluations conducted during the 2014-2015 school year. The value practice emerging from the analysis of the evaluations carries a complexity in that values appear to overlap and may thus be hard to separate. Values are both explicitly and implicitly expressed. What is highlighted as desirable can be categorized within five areas: competence, democracy, ethics, disciplination and efficiency. The result shows that a goal rational, a market-oriented, a relational, a morally oriented and a development psychology discourse are included in the order of discourse that exercises power over the values that are expressible and over the way this is done. The analysis clearly demonstrates the predominance of the goal rational discourse, while the influence of the development psychology discourse seems to be limited with regard to what is considered desirable in the organization. It also emerges that there is a power structure where the goal rational and the market-oriented discourses seem to include and articulate the other discourses within the order of discourse. In a long-time perspective, preschool activities appear to have passed from development psychology rationality to goal rationality. For preschool children this transformation may have entailed that currently the strongly emphasized welfare aspect of the organization tends towards a strong emphasis on competence. These values stand out in the evaluations as two opposite poles, which may indicate a swing of the pendulum from one side to the other.

Syfte och frågeställning Syftet med denna studie är att undersöka lärares upplevelse av hanteringen av elever med diabetes typ 1 (benämns fortsättningsvis T1D) i undervisningen av idrott och hälsa. För att besvara studiens syfte användes tre frågeställningar:  1.     Hur upplever lärare arbetet med elever med T1D? 2.     Hur talar lärare om sina upplevda förutsättningar för arbetet med elever med T1D?  3.     Hur talar lärare om sina didaktiska val för hanteringen av elever med T1D? Metod Studien använder sig av en kvalitativ intervjumetod med en semistrukturerad form för att besvara studiens frågeställning. För att analysera empirin tillämpades en tematisk analysform. Empirin jämförs vidare med utvalda teoretiska begrepp från Ramfaktorteorin och Self-efficacy. De utvalda begreppen är: “inre ramar”, “yttre ramar”, “mastery of experience, ”vicarious” “experiences”, “verbal persuasion”, “physiological and affective states”. Resultat Lärarna inom idrott och hälsa som deltog i studien angav flera yttre ramar som direkt påverkade de inre ramarna i arbetet med elever med T1D, vilket hade betydelse för deras upplevda förmåga att skapa trygghet och förmedla self-efficacy hos eleverna. Studiens resultat identifierar att lärarna i studien anser att utbildningen kring T1D är bristfällig och således hämmar förutsättningarna för arbetet i skolan. Lärarna beskriver även vikten av relationsbygge med eleverna och trygghetsskapande för att kunna tillämpa didaktiska tillvägagångssätt för hanteringen av elever med diabetes typ 1. Slutsats De slutsatser som studien leder fram till är att upplevelsen av arbetet med elever med diabetes typ 1 är mångfacetterat. Det går att identifiera två primära slutsatser av lärarna i studiens utsagor vilka var:    1.     Utbildningen kring T1D på universitetet bör ses över och i framtiden vara mer verklighetsbaserad för att ge lärare inom idrott och hälsa bättre förutsättningar för hanteringen av elever med T1D.  2.     För att skapa self-efficacy hos elever med T1D är en förbättrad universitetsutbildning samt mer specifika fortbildningar kring diagnosen avgörande. Skolväsendet bör inte förlita sig på lärarnas egna erfarenheter utan bör istället erbjuda en likvärdig fortbildning kring diagnosen. / Purpose and Research Questions  The purpose of this study is to examine teachers' experiences of working with pupils with type 1 diabetes (referred to hereafter as T1D) in physical education classes. To answer the purpose of the study three questions were used: How do teachers experience work with students with T1D?How do teachers speak about their perceived conditions for working with students with T1D?How do teachers speak about their didactic choices for managing students with T1D? Method  This study uses a qualitative interview method with a semi structured form to answer the research questions of the study. To analyse the empirical data, a thematic analysis form was adapted. The empirical data were then further compared with selected theoretical concepts from Ramfaktorteorin and Self-efficacy. The selected concepts were: “innre ramar”, “yttre ramar”, “mastery of experience, vicarious” “experiences”, “verbal persuasion”, “physiological and affective states”. Result The teachers in physical education and health who participated in the study indicated several external frameworks (‘yttre ramar’) that directly influenced the internal frameworks (‘inre ramar’) in working with students with T1D, that had significance in their perceived ability to create a safe environment and mediate self-efficacy. The results of the study identify that the teachers participating consider university education regarding T1D as insufficient, and as a result, this hinders the conditions of working in schools. The teachers also describe the importance of building relationships with students and creating a safe environment to enable didactic ways to handle students with T1D. Conclusion This study leads to the conclusion that the experience of working with students with type 1 diabetes is multifaceted. It is possible to identify two main conclusions from the statements of the teachers participating, which are: 1.     The education regarding T1D at the university should be reconsidered and, in the future, be more reality-based to provide physical education and health teachers better conditions for handling students with T1D. 2.     To create self-efficacy in students with T1D, a better university education and more specific continuing education regarding the diagnosis is crucial. Schools should not depend on teachers' own experiences but rather offer an equal continuing education regarding the diagnosis.