För att på ett bra sätt förbereda elever för en övergång från skola till arbetsliv ska samhällets snabba utveckling och förändring också speglas inom skolans värld. Merparten av de svenska ungdomarna går idag en gymnasieutbildning, innan de kommer i kontakt med arbetsmarknaden utanför skolan. Syftet med detta arbete är att ge en bild av hur skola och företag kan samarbeta kring APU, den arbetsplatsförlagda utbildningen, som ska förbereda ungdomarnas möte med arbetslivet. Att ur ett arbetsplatsperspektiv förmedla intryck av APU som en fruktbar länk mellan skola och arbetsliv.APU är ett instrument för gymnasieskolan att bygga broar till arbetsmarknaden. Tidigare forskares syn på utbildning och kunskap har gett mig en bild av hur olika komponenter kan påverka den arbetsplatsförlagda utbildningen. Genom att lyfta fram de olika aktörernas förhållningssätt får jag en palett där delarna på olika sätt kan dominera intrycket av APU. Skolan och lärarna, eleverna, företaget och handledarna bidrar på olika sätt till att färgsätta och ge mening med APU-perioden. Över lång tid har jag genom enkäter och i intervjuer fångat upp hur lärare, elever och handledare ser på sina förväntningar inför APU. Genom denna studie vill jag belysa hur några olika elevgrupper ser på betydelsen av förberedelser inför en APU.Resultaten visar att eleverna sällan på egen hand förbereder sin APU. Ansvaret vilar därför tungt på lärarna att förmedla en adekvat bild av vad som kommer att möta eleverna ute på en arbetsplats utanför skolans värld. Handledarna och de mottagande företagen kan underlätta den här processen. Öppenhet och kreativitet i dialog kring förväntningar är viktiga hörnstenar för såväl elever som lärare och handledare för att APU-perioderna ska bli givande för alla berörda parter.

The present study investigates how teacher candidates in social studies describe their perceived self-efficacy to teach the subject of economics at Secondary School level. The study also explores what economic concepts the teacher candidates perceived as particularly significant during their university education and intend to teach to future students. To address the study's purpose and research questions, Bandura's (1997) theoretical concept of perceived self-efficacy and Meyer & Land's (2003) term threshold concepts serve as the theoretical framework. In total, eight semi-structured interviews were conducted with different teacher candidates, all of whom participated in the teacher education course in economics worth 15 credits at Linnaeus University in Växjö. Their statements were analyzed using qualitative content analysis. The main conclusions of the study are that half of the teacher candidates described a low perceived self-efficacy to teach economics, while the other half described a high perceived self-efficacy. The differences can primarily be explained by whether the teacher candidates had taught economics during their internship (VFU) or not. The high proportion of teacher candidates with low perceived self-efficacy aligns with previous research findings and poses a risk of this knowledge area being neglected in future teaching careers. Regarding economic concepts, the concepts of supply and demand, inflation, GDP, and the economic cycle emerge as particularly significant for the teacher candidates. The results also indicate that teacher candidates perceive economics as concept-heavy and abstract. The uncertainty among teacher candidates regarding the subject of economics can be seen as a democratic problem, and increasing confidence requires further research in this area.

I denna studie undersöks och analyseras kopplingen mellan yrkesutbildningens mål och APL för att få en rättssäker och likvärdig betygsättning. Jag har undersökt sex yrkeslärare inom gymnasial yrkesutbildning på handels- och administrationsprogram om deras bedömningspraktik i samband med det arbetsplatsförlagda lärandet (APL). Jag har även undersökt åtta elever på handels- och administrationsprogrammet om hur de uppfattar kursmål/bedömningar /uppföljning under sin APL-period. Datainsamlingen har skett genom kvantitativa enkät-undersökningar. Det insamlade materialet sammanställdes och därefter analyserades data i förhållande till studiens frågeställningar. Den teoretiska utgångspunkten fokuserar på bedömningspraktiken, uppföljning/återkoppling samt kommunikationens betydelse för lärandet och bedömning. Tidigare forskning visar att en tydlig bedömningspraktik är mycket viktig för att få en så bra koppling mellan skolans mål och APL-platsen som möjligt. Resultatet visar att de flesta har en väl fungerande bedömningspraktik. Flera yrkeslärare säger dock att tiden är det största hindret för rättssäker och likvärdig betygssättning. Rektorn har i detta sammanhang en central roll i att organisera verksamheten så att förutsättningar ges för detta arbete. / This stydy investigates and analyses the connection between the vocational educations aim and APL to get an assured and equivalent assessment. I have surveyed six vocational education teachers within secondary vocational education in business and administration programme about their assessment practice in connection with the workplace-based learning (APL). I have moreover surveyed eigth students in business and administration programme about how they perceived the course objective/ assessment/ monitoring during their APL-period. The data collection has been carried out in the form of quantitative questionnaires. The gathered data got compiled and subsequently analysed in relation to the studies question formulations. The theoretical premiss focuses on the assessment practice, monitoring/ feedback and the communications significance for the learning and assessment. Prior research shows a clear assessment practice is quite important to get as good of a connection between the schools aim and the APL-place as possible. The result shows that most have a well functioning assessment practice. Several vocational education teachers says however that time is the biggest hindrance for an assured assessment practice. The principal has in this contexture a central role in organizing the schools activity so that the basis is given for this work.

This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner &amp; Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday &amp; Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin &amp; Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development. / <p>Delfinansierat av Ovanåkers kommun.</p>

This doctoral dissertation reports on results from case studies of how text-talks in a Swedish upper secondary school vocational programme, function as a zone of proximal development for reading. The aim was to investigate how text-talks function as a basis for discussion about the text content and thereby have a potential for developing understanding for the subject-specific text content in the subjects of Carpentry Technology, Welding Technology and Swedish in one class in the first year of the Industrial Technology Programme. The study is qualitative with an explorative approach (Burns 2011). Ordinary teaching and learning contexts were observed. The theorectical frame work is based on sociocultural (Säljö 2000) and sociosemiotic perspectives (Halliday 1978), a hermeneutical frame consisting mainly of the concepts of the zone of proximal development (Vygotskij 1934/2001), scaffolding (Wood, Bruner &amp; Ross 1976), dialogicity (Bachtin 1986), and pedagogical codes (Bernstein 2000), as well as an analytical frame deriving from systemic-functional linguistics (Halliday &amp; Matthiessen 2004) and reception theory (Langer 1995, 2011a, 2011b). Three research questions were posed: How do the teachers organise and conduct the text-talks? What linguistic connections with the text are constructed when text content is introduced and developed in the text-talk? In what ways does movement in the text manifest in the text-talk? Data were collected through class-room observations and interviews. Field notes and recordings were made of eight text-talks, and three teacher interviews. Analyses of intertextual cohesion (Eggins 2004), and activity sequences (Martin &amp; Rose 2007) were conducted. Analyses of text-based, associative and interactive text-movability (Liberg et al. 2012b) show the collaborative meeting with the text as expressed in the text-talk. The results indicate that built-out cohesion and progressive text-movability can widen the discourse around the text and thereby scaffold reading development. / <p>Delfinansierat av Ovanåkers kommun.</p>

The study investigated subject integrated teaching and vocational knowledge in one Health and Social Care program. The material was collected ethnographically, during a period of a school semester (5 months), and analysed according to the Activity-Theoretical concepts actions, goals and tools. The results identified five goals for subject integrated teaching: the legitimacy of Swedish as a school subject; a focus on linguistic prescriptivism; the identity of vocational subjects; a predominant medical focus in vocational subjects; and a professional language. Further six recurrent tools were identified: a fictional book; a teacher-prepared hand-out; a teacher-constructed case report; teacher-examples from health care; and linguistic rules. There was a theoretical kind of vocational knowledge with focus on language issues, on medical aspects of care, and on a professional language. In conclusion, subject integrated teaching contributed with more than each of the specific subjects contributed with and simultaneously tensions between goals representing different subjects were found. However, tools were shared between subjects.

Psykisk ohälsa bland elitidrottare har varit ett stigmatiserat område och forskning kring ämnet växer. Idag finns mycket som tyder på att elitidrottare utövar en livsstil med stora fysiska och psykiska belastningar vilket har visat sig vara mer ohälsosamt än vad den generella uppfattningen tidigare varit. Som elitidrottare förväntas en att leva efter idrottens alla regler för att bli framgångsrik. I den här uppsatsen studeras förekomst av, och skillnader i psykosomatiska besvär mellan tre grupper av gymnasieelever i årskurs tre som har elitidrottsinriktning (Nationellt godkänd idrottsutbildning, NIU), allmän idrottsinriktning (Idrottsprogram, IDR) och elever utan idrottsinriktning. Det undersöks även om det förekommer samband mellan psykosomat­iska besvär och de olika gymnasiala inriktningarna. Studien har genomförts med en kvant­itativ tvärsnittsstudie med enkäter som delades ut till två skolor i en ort i mellersta Sverige. Totalt deltog 116 elever i undersökningen, med elit- och idrotts- samt utan idrottsinriktning. Resultatet visade att det fanns psykosomatiska besvär hos de olika gymnasiala in­riktning­arna, men inga signifikanta skillnader eller samband fastställdes. Ett intressant biresultat som påträffades är ett signifikant samband mellan att vara nervös och irriterad och att vara stress­ad och ha svårt att sova, samt att sambandet stärktes för samtliga elever att ha nämnda besvär. Nyckelord: Folkhälsa, psykisk ohälsa, psykosomatiska besvär, elitidrott, gymnasieelever, gymnasial idrottsinriktning. / Mental illness among elite athletes has been a stigmatized area and the research area is growing. Today, a lot of things points towards that elite athletes are practicing a lifestyle with great physical and mental tension. Having a profession as an elite athlete has proven to be more unhealthy than the general perception was. As an elite athlete you are expected to live for the sport, to follow its rules in order to achieve a successful career. This study investigates the prevalence of, and differences in psychosomatic disorders between three groups of secondary school students in their last year who have elite sport special­ization (Nationally certified physical education), public sports specialization (sports program) and students without sport specialization. It also investigates whether there is an association between psychosomatic disorders and the three various sport specializations. A quantitative cross-sectional study was performed and a questionnaire were distributed to two schools in central Sweden. A total of 116 students in their 3rd and last year of the secondary school with elite- and sport orientation and without sport orientation participated in the survey. The results showed a difference in the prevalence of psychosomatic disorders among the various orientations in secondary school. Eventhough no significant diff­erences or associations between psychosomatic disorders and secondary school orientation was found, a secondary finding was found in the form of significant correlations for the student to be nervous and irritated with being stressed and having trouble falling asleep, and the associations became stronger for students having these problems. Keywords: Public health, mental disorder, psychosomatic disorder, elite sports, secondary school students, secondary school sport specialization.

Minoritetsgrupper har fått allt större uppmärksamhet i samhället, likaså har diskussioner om diskriminering på grund av hudfärg, etnisk eller kulturell bakgrund och jämlikhet fått större plats i media. Dock visar statistiken på att hatbrotten och diskrimineringen mot dessa människor ökat i Sverige. Svensklärarnas utmaning blir därför att i enlighet med Lgy11 bidra till förändringen av detta, vilket kan göras genom skönlitteraturläsning. Syftet med studien är att undersöka vilken skönlitteratur eleverna inom kurserna svenska 1 och 2 läser samt hur lärarna tolkar och tillämpar det centrala innehållet om skönlitteratur med fokus på minoriteter och mångkulturalitet. Undersökningen bygger i huvudsak på en kvalitativ intervjumetod där fyra svensklärare inom den gymnasiala utbildningen och en skolbibliotekarie intervjuats. Vidare har en kompletterande kvantitativ elevenkät implementerats i studien där endast gymnasieelever deltagit. Resultaten visar på att lärarna främst arbetar med västerländska författarskap. Inslagen av kulturer utanför väst är få i skönlitteraturundervisningen och likaså är inslagen av de nationella minoritetsgrupperna.

Syftet med detta examensarbete var att undersöka användandet av drama som pedagogiskt verktyg i gymnasieskolans undervisning och elevers attityder till det. För att ta reda på detta användes en enkätundersökning bestående av kvalitativa och kvantitativa frågor på en gymnasieskola i Mellansverige. Resultatet från undersökningen visar att drama som pedagogiskt verktyg upplevs ha flera olika effekter för eleverna, både pedagogiskt som individuellt. Slutsatsen är således att drama inte bara är ett verktyg förbehållet läraren för att skapa en lustfylld undervisning utan drama är också ett betydelsefullt redskap som elever kan använda för sin sociala och emotionella utveckling.

This study is based on the presumption that language is fundamental to the construction of knowledge. In addition, linguistic demands are incorporated in the policy documents of the upper secondary edu­cation of Sweden; students shall, during their education, be given the opportunity to appropriate certain linguistic tools. The purpose of this thesis is to investigate how teachers and students in upper secondary education manage and utilize the discourse of social science in both speech and writing. More specifically, two classes are studied during three terms. The teachers’ ability to organize and support the students vocally and in written is examined, so are the effects of the teaching on students’ writing. The origin of the study is constituted by a sociocultural stance provided by Vygotskij, Bakhtin and Halliday. A combination of a functional perspective on language and a cognitive is probed, where the study is comparative in nature consisting of an experimental class and a control class. The importance of language for the creation of knowledge has been communicated to the teachers of the experimen­tal class, with provided complementary subject didactic literature. This literature offers support for teachers to augment the use of explicit teaching and enhance student awareness of how conceptual structures mould social science. Qualitative analyses are performed on the basis of teacher-student dialogue and written tasks by a group of selected students. The ana­lytical tools object language – metalanguage, linguistic operations and knowledge structures are developed for the purpose of processing data, and have been combined with the tools activity analysis, subject-related concepts and text activity. The results from the analyses display no difference in the handling of the discourse of social science between the experimental class and the control class. The teachers of the experimental class, like the teacher of the control class, are primarily utilizing object language where knowledge structures are visible, as opposed to a combination of object language – metalanguage. Furthermore, they exhibit diminutive use of dialogue in their teaching. The students of both classes, on their hand, demon­strate an equal progress in textual development. This study concludes that the experimental class has not been provided with sufficiently explicit support to advance in the struc­turing of knowledge and in level of reasoning. A more efficient support to teachers to manage these analytical tools would, in all probability, give them, and through this the students, an increasingly profound insight into structuring of text activities, the meaning and signalling of linguistic operations, the construction of subject-related concepts and, most importantly, how these three tools are interrelated.