Syftet med denna uppsats är att få ökad kunskap om och förståelse för vilka didaktiska val fiolpedagoger kan göra för att främja elevers motivation till att spela och öva. För att komma närmare ett svar på denna önskan har intervjuer med fyra fiolpedagoger genomförts. Den teoretiska utgångspunkten för studien är det sociokulturella perspektivet, det vill säga ett perspektiv där det sociala sammanhanget betonas och där läraren ses som en viktig del i lärandet. Resultatet visar att de fyra intervjuade fiolpedagogerna anser att det sociala sammanhanget är det viktigaste för elevers motivation, eftersom det medför att undervisningen upplevs som meningsfull. De anser även att föräldrar kan påverka elevers motivation och att övning är en viktig faktor för att eleverna ska utvecklas. Utveckling anses därefter, skapa motivation och övningsrutin vilket är något som föräldrarna kan hjälpa till att skapa. Ett biresultat är att de intervjuade inte ser det som problematiskt om en elev inte alltid tycker att det är roligt att spela i stunden, utan att musicerande i sig kan skapa glädje i framtiden. Vidare visar resultatet att de intervjuade anser att det inte finns några enkla svar och inte endast ett sätt att undervisa på. Alla elever och lärare ses som unika i sig, varför det är viktigt att inta ett flexibelt förhållningssätt och vara öppen inför att skapa en motiverande undervisningsmiljö. / The purpose of this paper is to increase knowledge and understanding of the didactic choices violin pedagogues can do to promote students’ motivation to play and practice. Apropos this end, I have conducted interviews with four violin pedagogues. The theoretical basis is a socio-cultural perspective, taking a holistic approach to the students learning. It is a perspective in which the social aspect is emphasized, in which the tutor is regarded as a prime facilitator in learning. The result shows that the four violin pedagogues believe that the social aspect is most important for student motivation, so the teaching is perceived as meaningful. They also believe that parents can influence students' motivation and that practice is an important factor for students to develop. Development in turn, creates motivation and exercise routines with the help of parents. However, interviewees do not see it as problematic if a student does not always find it fun to play immediately, as learning to make music can create happiness in the future. Furthermore, the results show that the interviewees think that there are no easy answers and not just one way to teach. All students and teachers are unique and it is therefor important to adopt a flexible approach and have an open mind about creating a motivating learning environment.

Den här forskningsöversikten innehåller två delar; en sammanfattning av vad som kan sägas om effekterna på elevers lärande och attityder gentemot matematik när digitala spel används i undervisningen; och en analys av vilken potential digitala spel har i ett sociokulturellt klassrum. Resultaten visar att det inte finns någon absolut konsensus bland forskarna men en trend visar på att digitala spel kan ha en positiv effekt på både elevers lärande och attityder gentemot matematik. Fynden visar en del forskning om vilka funktioner i spelen som är fördelaktiga för lärandeprocessen, men vidare forskning behövs. Vidare visar de digitala spelen potential i flera aspekter ur ett sociokulturellt perspektiv. De fynden kommer att diskuteras vidare i uppsatsen. / This review contains two parts; a summary of what can be said about the effects on students learning and attitudes towards mathematics when digital games are used in education; and an analysis of which potential digital games has in a socio cultural classroom. The results show that it is no absolute consensus among the researchers but a trend saying that digital games can have a positive effect on both students learning and attitudes towards mathematics. The findings show some research done about what features in the games that are beneficial for the learning process, but further research is needed. Furthermore, the digital games show potential in several aspects from a socio cultural perspective. Those findings will be further discussed in the paper.

The purpose of my study is to investigate teacher’s perceptions of their mission in the preschool class, and how they work to promote children’s written language development. What methods and working methods they use to awaken curiosity and motivate children to read and write. I am using the qualitative research method to get answers to my questions. I have made four qualitative interviews with four teachers in preschool classes from different schools. My questions are: What conceptions does teachers have about their mission in a preschool class? What different methods and approaches does teachers use to stimulate and wake children’s curiosity for reading and writing development? The theoretical basis for my study is the socio-cultural perspective, where learning occurs in interaction. Reading and writing arises from a social-cultural perspective in which social relationships with adults and other children affect the children’s reading and writing. The results of the interviews showed that teachers use different methods to promote children’s literacy development. Teachers whom I have interviewed agree that the social interaction, play and reading aloud are important elements in children's learning and development. Teachers’ perceptions were different on how much to work with development. The reason may be is that the preschool did not have clear objectives for the teachers to work after.

Pupils learn in different ways. It’s up to the teachers´ to give pupils the knowledge they need to live and work in society. The teacher should be aware of the ways of children learn in the classroom and should teach accordingly. Pupils work individually but should even be offered some kind of group work regularly. In this study I chose to put focus on theme work as awork method. The questions I would like to find answers to are: How important is theme work for students´ education according to the teachers inthis study? Why do teachers in this study choose theme work as a method? The result to this study are based on observations and interviews. The observations were made on two occasions of a school class there teachers worked with the theme, moss and lichen. I observed their teaching methods to get the teacher’s opinion about theme work as a teaching method. I chose to interview three teachers at the school. All three practised theme work as a method of teaching. The result of my study shows that the most important thing for the pupils is not theme work, but practicing how to communicate, integrate and discuss. They should be able to connect what they learn at school with their everyday activities and experiences. How a teacher works or what methods are used are not important. The important thing is that the pupils should be able to put all that they learn into practice on a daily basis.

Syftet med föreliggande studie är att undersöka hur fortbildning på ”Complete Vocal Institute”, CVI, påverkar och bidrar till sångpedagogers undervisningssätt. Bakgrundskapitlet ger en kort beskrivning av den fortbildning på ”Complete Vocal Institute” som informanterna i studien har gått. Vidare följer en presentation av komplett sångtekniks (CVT:s) grundare Cathrine Sadolin, hur CVT växte fram samt av metodens innebörd och funktion. Därefter presenteras tidigare forskning inom ämnesområdet och närliggande områden samt studiens teoretiska utgångspunkt.   Studien utgörs av kvalitativa intervjuer med fyra sångpedagoger som fortbildat sig genom CVI:s treåriga utbildning som berättigar till undervisning i CVT. I resultatet presenteras analysen av pedagogernas berättelser kring hur fortbildningen har påverkat och bidragit till deras undervisningssätt. Det framkommer att pedagogerna har tillgodogjort sig flera pedagogiska verktyg och förhållningssätt genom fortbildningen. Bland dessa kan nämnas CVT:s sångtekniska terminologi, olika undervisningssätt samt förhållningssättet att alltid låta undervisningen utgå från elevens smak och motivation. I det avslutande diskussionskapitlet lyfts valda aspekter ur resultatet fram och diskuteras i relation till det sociokulturella perspektivet på lärande samt till tidigare forskning. Aspekter som diskuteras är bland annat pedagogernas berättelser kring verktyget att undervisa utifrån olika undervisningssätt samt det pedagogiska förhållningssättet att ge ansvaret till eleven. / The aim of the present study is to explore how training at Complete Vocal Institute, CVI, affects and contributes to singing teachers way of teaching. The background chapter gives a brief description of the training course at CVI, followed by a presentation of the founder of Complete Song Technique (CVT), Cathrine Sadolin, how the technique evolved and its described meaning and function. Previous research in related fields is presented and the chapter concludes with the socio-cultural perspective, which form the basic understanding of this study. The study consists of four interviews with four singing teachers who have participated in a three-year training course at CVI, to become certified CVT-teachers. The result presents the analysis of the teachers' stories about how this training has influenced and contributed to their teaching methods. It appears that they have gained several educational tools and approaches through CVI including the CVT's vocals technical terminology, different teaching methods and a pedagogical approach to always let the student's taste and motivation constitute the base for learning. The concluding discussion highlights selected aspects of the results, which is discussed in relation to the socio-cultural perspective on learning and previous research. Aspects discussed include the teachers' emphasis on the importance of using five described different techniques as pedagogical tools as well as the approach of giving students responsibility for their learning process.

This report is a hermeneutic analytical study of a practical pedagogical situation. For three occasions I observed my own practice as a dance teacher and how a moment, choreographic approach in the governing documents for upper secondary school GY11 was executed in a group of dance students. The part is formulated in the course objectives for the courses on the arts program under the topic Dansgestaltning with focus on choreographic approach. The study is based on a socio-cultural thinking but also takes into account the prevailing gender theories and focuses on how the process of formulation level, through the transformation level is portrayed in the realization level of the dance regarding choreographic approach. The study illustrates educational research from both a dance perspective and a school development perspective. The intention of this study was to raise the awareness of how a pedagogical situation was designed and what is realized in the dance studio. Some pedagogical models are described as useful in raising awareness of the process and the realization of the aspect of moment in a dance studio. The methodology used for the study was participant observation and focus conversations. The results are reported in a discussion on a larger awareness of my own practice, and the benefits it can bring to learning, dancing and school development.

Denna uppsats är ett examensarbete på 15 hp och behandlar hur förskollärare och barn, på en förskola, upplever barns inflytande och delaktighet i verksamheten. Studiens syfte är att få en inblick i och förståelse för hur förskollärare och barn upplever barns inflytande och delaktighet, på en förskola. Vi vill även undersöka förhållandet mellan deras upplevelser. Studien har gjorts med en kvalitativ forskningsansats och empiri har samlats in via intervjuer och fokusgrupper. Vår text är skriven utifrån ett sociokulturellt perspektiv med en filosofisk hållning inspirerad av Reggio Emilia filosofin. I resultatet framkom det att förskollärarna upplevde olika påverkansfaktorer för barns inflytande och delaktighet i förskolan. Barnen i studien upplevde sig nöjda med hur mycket de fick bestämma. I resultatet vid jämförandet av gruppernas upplevelser såg vi en likhet i att både förskollärarna och barnen menade att olika mötesplatser har en central roll gällande barns inflytande och delaktighet. Förskollärarna var dock oroade över att barnen inte ges samma möjlighet till inflytande och delaktighet i förskolan. Vårt resultat visar att barnen inte reflekterat över detta.

Dagens skola befinner sig i ständig förändring och ställs kontinuerligt inför nya krav. För att möta dessa utmaningar är därför skolutveckling en nödvändighet. Syftet med studien är att undersöka och beskriva hur arbetet med kollegiala observationer uppfattas av lärare och avser att belysa både det som uppfattas positivt och de svårigheter som finns med kollegiala observationer som en metod för att utveckla undervisningen. Studiens frågeställning är: Vilka faktorer påverkar enligt lärare arbetet med kollegiala observationer? Som teoretisk utgångspunkt har ett sociokulturellt perspektiv använts. Studien är kvalitativ och åtta semistrukturerade intervjuer genomfördes och där innehållsanalys med induktiv ansats använts som metod för analys. Empirin kategoriserades i sju teman med faktorer som enligt lärarna påverkar de kollegiala observationerna; Relation, Erfarenhet, Dokumentation, Distans, Syftet med observationen och Organisation. Resultatet visar att lärarna upplever kollegiala observationer som ett värdefullt sätt att utveckla sin undervisning men att det finns vissa faktorer som upplevs som hinder. Det uppfattas som svårt då otillräckliga relationer skapar otrygghet, erfarenhet saknas, lärarna har olika inställning till uppgiften och känslan av tidsbrist infinner sig. Framgångsfaktorer i resultatet tyder på att lärarna skapat goda relationer, erhållit erfarenhet och fått stöd i form av hjälpstrukturer som observationsprotokoll som utvecklat observationerna. / The school of today is constantly changing and is continuously being faced with new requirements. In order to meet these challenges, school development is therefore a necessity. The purpose of the study is to investigate and describe how collegial observations is perceived by teachers and intends to highlight what is perceived positively and the difficulties with collegial observations as a method for developing teaching.  The question of the study is: What factors influence the work of collegial observations according to teachers? A socio-cultural perspective has been used as a theoretical framework.  This is a qualitative study and eight semi-structured interviews are conducted and as a method of analysis a qualitative content analysis with an inductive approach was used. The empirical data was categorized into seven themes with factors that, according to the teachers, influenced collegial observations: Relationship, Experience, Documentation, Distance, Purpose of the Observation and Organization. The result indicates that the teachers experience collegial observations as a valuable way of developing their teaching, but that there are certain factors that are perceived as obstacles. These difficulties include that of insecurity caused by insufficient relationships, lack of experience, teachers having varying approaches to the task and the sense of time shortage is present. Successful factors in the outcome indicate that the teachers created new relationships, gained experience and received support in the form of auxiliary structures such as an observation protocol that developed the observations.

Flertalet elever i behov av stöd i läsning upplever svårigheter i matematik. Speciallärare vet att alla elever ska nå målen, men läroplanen och skollagen ger inga direktiv om hur detta ska genomföras.   Syftet med studien är att undersöka speciallärares kunskaper och kompetens kring relationen mellan lässvårigheter och matematiksvårigheter hos elever. Syftet är även att få en inblick i hur speciallärare beskriver sitt arbete med elever som har denna kombination av svårigheter samt undersöka vad som ligger till grund för deras arbetssätt.   Semistrukturerade intervjuer har genomförts med fem speciallärare verksamma på grundskolenivå. Intervjuerna bearbetades med en analysmodell framtagen utifrån Grounded Theory. Studien har det sociokulturella perspektivet som utgångspunkt.   I resultatet framgår att speciallärarna hade svårt att redogöra för hur relationen mellan läs- och matematiksvårigheter beskrivs i forskning eller hur den kan visa sig hos eleverna. Flera av lärarna ser ingen tydlig koppling hos sina elever. Resultatet visar också att speciallärarna arbetar med svenska och matematik som två skilda ämnen. Alla lärarna ansåg att specialundervisning ger bäst resultat utanför klassens ram. Samtliga uttryckte vikten av det sociokulturella lärandet med språket som grund.   För att arbetet med elever i lässvårigheter och matematiksvårigheter ska vara effektivt och leda till bättre måluppfyllelse behöver lärare kompetensutveckling kring relationen mellan läs- och matematiksvårigheter. / Most pupils with special needs in reading also experience difficulties in mathematics. Special education teachers know that all pupils should achieve the educational goals. However, the curriculum and the Swedish School Law do not describe how.   The aim of this study is to investigate the knowledge and the competence of special education teachers about the relationship between reading difficulties and mathematical difficulties in pupils. Also, the aim is to get insight into the way special education teachers describe their work with pupils in this kind of difficulties, and look into the basis for their working methods.   Semi-structured interviews have been done with five special education teachers active in elementary school. The interviews were processed with an analysis model constructed on Grounded Theory. This study is based on the socio-cultural perspective.   The result of the study shows that special education teachers found it hard to describe how the relationship between reading and mathematical difficulties is presented in research, or in what way it can be seen in pupils. Several of the teachers do not find a distinct connection in pupils. Also noticeable is the fact that the special education teachers treat Swedish and Mathematics as two different subjects. All teachers thought that special education gives best results beyond the class. All of them expressed the importance of socio-cultural learning based on language.   In order to get an effective work with pupils in reading and mathematical difficulties that leads to fulfilling educational goals the teachers need more knowledge of the relationship between reading and mathematical difficulties.

Este trabalho toma como objeto de estudo a percepção musical. Apresenta uma análise crítica de ementas, programas e livros usados na disciplina Percepção Musical, em cursos brasileiros de graduação em Música, através da qual busca desvelar as concepções sobre a percepção musical e seu desenvolvimento que servem de fundamento a esse material. O referencial teórico adotado, a perspectiva histórico-cultural que postula a natureza social e histórica do desenvolvimento humano e a percepção humana como um processo estrutural e semiótico , permitiu identificar, através dessa análise, um entendimento da percepção musical como um processo atomístico baseado no reconhecimento e reprodução dos elementos formadores da linguagem musical. Assumindo a música (efetivamente) como uma forma de linguagem e uma concepção enunciativo-discursiva da linguagem, procura, então, trabalhar com a idéia de que os processos perceptivos em música podem ser considerados como sinônimo de compreensão da obra musical e tenta desenvolver concretamente algumas idéias que possam orientar uma proposta metodológica alternativa para a Percepção Musical. / The study object of this work is musical perception. It presents a critical analysis of summaries, programs and books used in the Musical Perception subject, in Brazilian courses of graduation in Music, through which it searches to reveal the conceptions about musical perception and its development that serve as footing for this material. The adopted theoretical referential, the historical-cultural perspective - that claims the social and historical nature of the human development and the human perception as a structural and semiotic process -, allowed to identify, through the analysis, an agreement of musical perception as an atomistic process based in the recognition and reproduction of the formative elements of musical language. Assuming music (effectively) as a form of language and an enunciativediscursive conception of language, it searches, then, to work with the idea that the perceptive processes in music can be considered as synonymous of understanding of musical workmanship and tries to concretely develop some ideas that can guide an alternative methodological proposal for Musical Perception.