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<p>Examensarbetet handlar om barn i sorg, med fokus på barn i de yngre åldrarna, som har drabbats av sorg till följd av dödsfall i sin närhet. Avsikten är att utreda hur pedagogen bör bemöta ett barn i sorg för att kunna stötta och hjälpa barnet på bästa sätt. Studiens syfte är att studera hur skolan arbetar med barn i sorg och vilken kunskap skolpersonalen har om detta. För att få svar på detta har intervjuer med två lärare, två rektorer, en specialpedagog och två skolsköterskor gjorts. Intervjuerna har ägt rum på två olika skolor. Resultatet har visat att båda skolorna har en god beredskap för akut sorgearbete i form av krisplaner. Däremot har de flesta av pedagogerna inte fått någon utbildning när det gäller barn i sorg, även om båda rektorerna uppger att det kanske skulle behövas. De flesta pedagogerna har goda idéer om hur de kan hjälpa ett barn i sorg och hur de kan anpassa arbetssättet.</p>

Examensarbetet handlar om barn i sorg, med fokus på barn i de yngre åldrarna, som har drabbats av sorg till följd av dödsfall i sin närhet. Avsikten är att utreda hur pedagogen bör bemöta ett barn i sorg för att kunna stötta och hjälpa barnet på bästa sätt. Studiens syfte är att studera hur skolan arbetar med barn i sorg och vilken kunskap skolpersonalen har om detta. För att få svar på detta har intervjuer med två lärare, två rektorer, en specialpedagog och två skolsköterskor gjorts. Intervjuerna har ägt rum på två olika skolor. Resultatet har visat att båda skolorna har en god beredskap för akut sorgearbete i form av krisplaner. Däremot har de flesta av pedagogerna inte fått någon utbildning när det gäller barn i sorg, även om båda rektorerna uppger att det kanske skulle behövas. De flesta pedagogerna har goda idéer om hur de kan hjälpa ett barn i sorg och hur de kan anpassa arbetssättet.

Since the beginning of the 21st century the Swedish Government has orchestrated a massive drive for in-service training of teachers working at all stages in primary and secondary school. To focus on teachers’ professional development is high priority as there is empirical evidence that well-trained teachers result in well-educated pupils. Lärarlyftet is the umbrella-term for one of these major initiatives, and the aim of the continuing drive, Lärarlyftet II, which will continue until year 2019, is that teachers should earn qualifications for all types of schools, and all subjects and grades where they teach. The Teacher Certification introduced in 2012, also requires competence for grading. Evaluations of Lärarlyftet has only been made of the first part, and there is nothing published regarding the English subject specifically. This study has its focus on primary school teachers taking an in-service course in English at university level. Based on both quantitative and qualitative methods, data for this study was collected over four years and from three sources: course evaluations, surveys and interviews. This study aims at finding answers to what experiences these teachers were left with after the completion of the in-service training regarding the gains from the course, how they feel they have been able to implement their newly acquired knowledge, and how they feel about the effect on their teacher identity, more specifically their language teacher identity. The results from all data sets is unanimous and reveals that the participating teachers experience great gains for their classroom practices, which in many cases have been heavily modified or completely overturned as a result of the course. These narratives can be linked to the theoretical concepts of teacher-efficacy, agency and teacher identity, as they give witness to gained self confidence in teaching situations (teacher-efficacy), a feeling of higher levels of independence regarding choices of both teaching materials and teaching methods (agency), as well as a more defined language teacher identity. These results also seem to hold over time. The current project also confirms previous evaluations of Lärarlyftet I regarding the spill-over effects of the teachers’ newly acquired knowledge. These are neither asked for nor taken advantage of on an organisation level, why this knowledge stays with the teacher on a classroom level.

The Swedish curricula for compulsory school science emphasize laboratory inquiry-based science teaching (IBST) to develop pupils’ critical thinking. In contrast, several studies indicate that teachers within the Swedish teaching tradition almost solely emphasize laboratory work as a way to gain students understanding of traditional science content. In this thesis the aim is to investigate how this gap emerged in lower secondary science teaching and to investigate possible ways to bridge this gap between curricula and tradition. Two studies were carried out. In the first study, the aim was to explore how science teachers met the curricula’s expectations of involving pupils in IBST. The result is based on twelve teachers reflecting in groups about their own inquiry activities. Two strategies were identified. Hybridization (existing laboratory activities were transformed) and imitation (investigative inquiry as carried out on national tests was imitated). The way scientific practices are represented in such activities is probably limiting pupils’ potential for critical thinking in everyday life. In the second study, possibilities to bridge gaps between the laboratory tradition and IBST in curricula were explored within a teacher professional development program. Tensions between key ideas of laboratory work in Swedish teaching tradition and IBST, as discussed in international literature, were made explicit. It was then used as a point of departure to negotiate upon the purposes of involving students in laboratory work. The result was based on ten teachers divided in three groups. Eventually, two out of the three groups did explicit articulated awareness of different purposes linked to different types of laboratory activities. The third group showed limited awareness although they developed similar activities as the two other groups. This indicates that teaching tradition is an important variable when implementing new ideas and worthy taking into account and challenge. / Baksidestext Grundskolans läroplan för naturämnena betonar laborativt undersökande arbete i syftet att utveckla elevers kritiska tänkande medan undervisningstraditionen betonar laborationer i syftet att ge ökad förståelse för ämnesinnehåll. Syftet med denna avhandling var att undersöka hur detta glapp gestaltar sig i senare delen av grundskolan och hur detta glapp kan överbryggas. I delstudie ett utforskades lärares sätt att tillmötesgå förväntningar om undersökande arbete. Två strategier identifierades: hybridisering (befintliga laborationer omformades) och imitering (nationella prov härmades). Det finns risk för att dessa aktiviteter framställer naturvetenskapliga praktiker på ett sätt som ger begränsade förutsättningar för kritiskt tänkande i vardagsliv. I delstudie två utforskades möjligheten av att använda spänningar mellan läroplan och laborationstradition som utgångspunkt för att överbrygga glapp mellan läroplan och tradition. Spänningar synliggjordes och var utgångspunkt för förhandling om syften med laborationer. Resultatet visade att två utav totalt tre grupper i slutändan explicit skiljde på olika syften med olika laborativa aktiviteter. Detta indikerar att laborationstraditionen är en viktig faktor, värd att ta med i beräkningen, när undersökande arbete ska införlivas.

This essay deals with teachers’ guides on teaching about sexuality and personal relationships, in particular guides focusing on introductory programmes in languages in upper secondary school and teaching adult immigrants Swedish. The aim is to investigate how the teachers’ guides function as further training for teachers. In Sweden 2016, the number of pupils enrolled in language introductory programmes was rapidly increasing. The number of participants in Swedish language for immigrants was also growing quickly. Teachers are in need of further training in sex and sexuality education and instruction in general, and particularly in this teaching context. It is hard to find teachers with sufficient competence in the field, due to the current general lack of skilled teachers in Sweden. Research on teachers’ guides in Sweden is underdeveloped and previous research on the topic of this essay is virtually non-existent, which makes this a pilot study of sorts. The study focuses on text-analysis, function and normativity. The results show that teachers’ guides respond to teachers’ needs and demands. These specific teachers’ guides affect each other through intertextuality. The norms imbedded in the language used in the teachers’ guides have an influence on teachers reading them.