<p>Syftet med detta examensarbete har varit att undersöka hur samarbetet fungerar mellan klasslärare och specialpedagoger på en skola i Stockholmsområdet samt dess påverkan på berörda elever. Frågeställningarna som har fungerat som stöd för undersökningens genomförande är följande: Vilka problem upplever klasslärare och specialpedagoger i sin undervisning i förhållande till elever i behov av särskilt stöd? Hur fungerar samarbetet mellan klasslärare och specialpedagoger på skolan? Hur påverkas berörda elever av detta?</p><p>Metoden som har använts för att genomföra undersökningen har främst varit kvalitativ i form av intervjuer. Undersökningen utgörs av fyra kvalitativa intervjuer med två klasslärare samt två specialpedagoger på en skola i Stockholms län. Resultatet för studien visar att problemen som klasslärarna och specialpedagogerna upplever i undervisningen i förhållande till elever som kräver extra stöd framför allt relateras till tidsbristen. Tidsbristen leder till att eleverna inte får tillräckligt stöd som egentligen krävs av pedagogerna, fastän de själva strävar efter att stödja eleverna fullständigt. Tidsbristen visar sig dock drabba klasslärarna mer än vad den drabbar specialpedagogerna. Detta på grund av att specialpedagogerna har tillgång till att arbeta med barnen i mindre grupper som i sin tur bidrar till att eleverna får mer hjälp än vad de vanligtvis skulle få hos klassläraren. Resultatet av studien visar även att samarbetet mellan klasslärarna och specialpedagogerna fungerar både bra och dåligt på grund av en mängd olika faktorer. Den främsta orsaken till att samarbetet många gånger brister är på grund av klasslärarnas och specialpedagogernas skilda syn på vad som är viktiga behov för eleverna, det vill säga vilka elevers behov som det bör tas hänsyn till.</p>

Syftet med detta examensarbete har varit att undersöka hur samarbetet fungerar mellan klasslärare och specialpedagoger på en skola i Stockholmsområdet samt dess påverkan på berörda elever. Frågeställningarna som har fungerat som stöd för undersökningens genomförande är följande: Vilka problem upplever klasslärare och specialpedagoger i sin undervisning i förhållande till elever i behov av särskilt stöd? Hur fungerar samarbetet mellan klasslärare och specialpedagoger på skolan? Hur påverkas berörda elever av detta? Metoden som har använts för att genomföra undersökningen har främst varit kvalitativ i form av intervjuer. Undersökningen utgörs av fyra kvalitativa intervjuer med två klasslärare samt två specialpedagoger på en skola i Stockholms län. Resultatet för studien visar att problemen som klasslärarna och specialpedagogerna upplever i undervisningen i förhållande till elever som kräver extra stöd framför allt relateras till tidsbristen. Tidsbristen leder till att eleverna inte får tillräckligt stöd som egentligen krävs av pedagogerna, fastän de själva strävar efter att stödja eleverna fullständigt. Tidsbristen visar sig dock drabba klasslärarna mer än vad den drabbar specialpedagogerna. Detta på grund av att specialpedagogerna har tillgång till att arbeta med barnen i mindre grupper som i sin tur bidrar till att eleverna får mer hjälp än vad de vanligtvis skulle få hos klassläraren. Resultatet av studien visar även att samarbetet mellan klasslärarna och specialpedagogerna fungerar både bra och dåligt på grund av en mängd olika faktorer. Den främsta orsaken till att samarbetet många gånger brister är på grund av klasslärarnas och specialpedagogernas skilda syn på vad som är viktiga behov för eleverna, det vill säga vilka elevers behov som det bör tas hänsyn till.

Today’s life is very intensive. Academic achievements, new technologies are rapidly penetrating into our every day life. However, in modern time you can also notice negative factors: increasing number of crimes and forgetfulness of existential questions. It makes us think about values that have been cherished for ages. That is why philosophical, psychological and pedagogical questions connected with the development of personality should be relevant to a modern society. The main educators of values are family and school. The most important educator at school is class teacher. A lot of famous Lithuanian philosophers and scientists wrote about the work of class teacher. They are: A. Maceina, S.Šalkauskis, J.Vabalas-Gudaitis, A. Paurienė, L. Jovaiša, B. Bitinas, M. Barkauskaitė, E. Martišauskienė, V. Aramavičiūtė, F. Ivanauskienėand S. Dapkienė. In „Curriculum planning“ the mission of class teacher is outlined like this- “ to coordinate the process of class education through four stages of pedagogical practice: work with students, work with teachers teaching at that class, work with school principals and other pedagogues, work with the school self-government, work with parents and society…” ( Lithuanian curriculum planning for secondary schools, 1997, p.280). Concern of educational institutions about the education of students lets us to hypothesize that personality of class teacher and his/her activities influence the internalization of teenagers’ values. The aim of this... [to full text]

The final diploma thesis defines factors that significantly influence managements of basic schools in their decisions regarding the selection of class teachers in terms of the performed HR activities. Selection and appointing a suitable candidate to a position of a class teacher is a responsible personnel activity which poses high demands on each management worker in the field of education. It is demanding because a class teacher is in many ways the most important person who contributes to and presents the image of the school through everyday close contacts with clients, among others with pupils, parents, public, the school founder and colleagues. To a certain extent it is possible to say that the class teacher provides an outward representation of the organisation and his/her behaviour has a strong impact on how the community and public view the organisation/school. General groups of factors that influence the selection of class teachers were identified based on the results of a preliminary research and subsequently verified in the main research. The discovered factors are divided into two groups including HR oriented factors and factors arising from the teacher's competences. The demonstrated results of the research will serve newly appointed directors as a manual and guideline helping them in...

This diploma thesis deals with the issue of beginning primary school form teachers and the introduction into their profession. The aim of the thesis is to analyse what professional competence a graduate in Primary School Teacher Training needs for the role of a form teacher in terms of theoretical justification and practical knowledge and skills. To discuss and argue for a concept of a form teacher work preparation in the pre-graduate preparation. It investigates the teacher personality and its changes within the historical context. It describes historical development of teachers education and the current situation in the Czech Republic. It deals with a professional standard model, represents professional competences of the primary school and teacher standards. The form teacher is viewed from different angles. It deals with his work content, activities he should do, duties and competences. It defines the term professional ethics and code of ethics for teachers. This paper determines professional norms, values and responsibility which are accepted by every single educator in his profession. The core task of the practical part was a comparison of the questionnaire results and dialogues with the analysis of my own experience in the aspect of professional competences and form teacher competences. The...

This study deals with different teacher models in primary schools. The aim of the study is to explore and evaluate teachers’ experiences of a transition from a traditional class teacher model to subject teachers. The emphasis is on the relations between teachers and pupils, differences in the teachers’ workload, the guardians’ attitudes and teacher contact, as well as the significant pros and cons of the subject teacher model from the teachers’ perspective. The method used is qualitative interviews with five subject teachers from two different schools, one small and one large, working with grade 1–3 pupils. Follow-up interviews were conducted one year later. The results show that the increase in the number of teacher–pupil relations was regarded as beneficial for both groups. Guardians’ initial concerns regarding teachers’ lack of comprehensive views of the pupils’ performances faded away as the pupils showed positive attitudes in general towards a multiple-teacher model. Teachers experienced a reduced workload due to fewer subjects to teach which could give room for more individualized teaching. The responsibility for the contacts between the school and the guardians was shared among the teachers in form of mentorships. The identified disadvantages included stressful situations and disturbances when changing classrooms, and less fixed routines in general which may cause stress for pupils with special educational needs. Teachers’ overall experiences of the subject teacher model were positive in general. According to their experiences the conditions for a successful implementation of a subject teacher model at primary schools are better at a small scale school. Further, such a model may not be optimal for every pupil at primary level. In particular children with special needs may require a more rigid teaching situation with a single class teacher to attach to. The study has identified a number of pros and cons of a subject teacher model compared to a traditional class teacher model. No conclusive arguments have, however, been found for placing one model above the other.

The diploma thesis deals with the content of work of class teachers at the 2nd level of elementary schools. The aim of the thesis is to describe the content of the work and the legislative definition of the function of class teacher on the basis of professional literature, its competences necessary for the performance of this function and the duties connected with it. In the theoretical part is described the development and legal definition of the teaching profession. Furthermore, classroom function, class social structure and possible methods of pupil discipline support. The research part describes and analyzes the experience of class teachers with whom the interview was conducted, monitoring their perception of this function, positive and negative experiences. The purpose of the interviews is to penetrate deeper into the current problems of class teachers and to learn how they are currently facing them. The conclusion of the thesis is an analysis of these experiences. KEYWORDS Class teacher, 2nd level of elementary school, functions, competences, duties, experiences, problems, discipline methods, classroom climate.

The diploma work on the topic Interaction of the teacher and the student at the secondary school describes their mutual relationship. Problems of interaction of the teacher aud the student at the secondary school are mentioned in the theoretical part. This interaction of the teacher and the student also appears in the whole diploma work and it is influenced by the background of the school, by the education,learning, students parents and by other outward factors. Results of the research, which is concentrated on the students of the branches General nurse and Medical assistant at the Secondary medical school in Klatovy, are presented in my first part of my research work. This research pays particular attention to the students opinions of the skool climate, the class teacher and the schoolmates. In the secoud part I concentrated on the class teachers of the particular classes of the Secoudary medical school. I borrowed from our conversatious information ahout their students. The mutual interaction owing to interaction of the teachers and the students is very important. The personality of the teacher can influence the student either positively or negatively and it can preclude the risk behaviour.

Nästan en tredjedel av grundskolans elever har annat modersmål än svenska. De är berättigade en timmes undervisningstid på modersmålet per vecka trots att forskning visar att de tidiga språkfärdigheterna bör utvecklas på elevens starkaste språk. Syftet med föreliggande studie är att tillföra forskning genom semistrukturerade intervjuer om hur tre klasslärare och tre modersmålslärare beskriver sin undervisning och sin kommunikation sinsemellan för flerspråkiga elevers skrivutveckling. Sociokulturell teoribildning och transspråkande utgör studiens teoretiska ansats. Studiens resultat visar att klasslärarna beskrev skrivundervisning med fokus på semantiska och pragmatiska aspekter av språk medan modersmålslärarna fokuserade på fonologiska aspekter. Klasslärarna beskrev att flerspråkiga elever specifikt gynnas av att få samarbeta och få stöttning av klasskamrater. Fyra av deltagarna beskrev flerspråkighet som en resurs i lärandet och två av modersmålslärarna organiserar undervisning med flerspråkigt skrivande genom transspråkande. Modersmålslärarna var i högre grad nöjda med kommunikationen än klasslärarna. Klasslärarna önskade en förbättrad kommunikation och beskrev att kommunikationen påverkas av organisatoriska och tidsmässiga hinder. / Almost one third of elementary school students have a different mother tongue than Swedish. They are entitled to one hour of teaching time per week in the mother tongue, despite research showing that early language skills should be acquired in the student's strongest language. The aim of this study is to investigate through semi-structured interviews how three class teachers and three mother tongue teachers describe their teaching and their communication with each other for multilingual students' writing development. Sociocultural theory formation and translanguaging constitute the study's theoretical approach. The results of the study show that the class teachers described writing instruction with focus on semantic and pragmatic aspects of language while the mother tongue teachers focused on phonological aspects. The class teachers described that it is specifically beneficial for multilingual students to be able to collaborate and receive support from classmates. Four of the participants described multilingualism as a resource in learning and two of the mother tongue teachers organize instruction with multilingual writing through translanguaging. The mother tongue teachers were more satisfied with the communication than the class teachers. The class teachers wanted improved communication and described that communication is affected by organizational and time-related limitations.

Diploma thesis addresses the issue of initial training of beginning teachers of primary school in Czech schools. Defines the requirements for successful integration of new employees, as well as suggesting possible standard procedures, methods and assesses the possibility of their use in the school environment. It describes the role of supervising teacher and the meaning of its existence. The task of the practical part is to find out with which kinds of educational activities beginning teachers have problems. In interviews with experienced teachers, we tried to clarify whether at the time of their beginnings had the same problems as current teachers and we wonder on what skills and knowledge should be students of faculties of education trained better. Key words beginning teacher, supervising teacher, class teacher, educate teachers, professional competence