Syftet med studien är att genom intervjuer undersöka hur sånglärare erfar att de arbetar med   sceniska förberedelser i sin undervisning och även deras tolkning och syn på begreppet. I bakgrundskapitlet presenteras litteratur och forskning som är relevant för studien. Bakgrundskapitlet belyser olika aspekter av sceniskt förberedelsearbete så som nervositet, förmedling av känslor, kroppskännedom, olika program och metoder för att förbättra framträdanden, uttryck med mera. Studien har utgått från ett fenomenologiskt perspektiv som passar bra vid en undersökning av ett specifikt fenomen. Genom semistrukturerade intervjuer blev fyra sånglärare intervjuade kring sceniskt förberedelsearbete. Efter genomförd tematisk analys visade resultatet en viss samsyn mellan lärarnas tolkningar av begreppet. I resultatkapitlet redogörs för de intervjuade sånglärarnas tolkning av fenomenet sceniskt förberedelsearbete samt hur de erfar att de arbetar med detta. Detta presenteras bland annat genom olika metoder och hjälpmedel som lärarna erfar att de använder i sin undervisning. Här presenteras även olika delar som lärarna anser ingår i sceniskt förberedelsearbete, exempelvis scenisk framställning, tolkning och förståelse av text med mera. Resultatet belyser även vilka delar de ser som mest centrala i detta arbete. Avslutningsvis diskuteras delar av resultatet och metoden i relation till den litteratur och forskning som presenterats i bakgrundskapitlet. Här diskuteras bland annat lärarnas olika benämningar och tolkningar exempelvis utvärdering, reflektion och att ställa frågor. Därefter följer en redogörelse av arbetets betydelse och möjlig fortsatt forskning inom ämnet. / The purpose of this study is to explore vocie teachers views on performance preparations and how they implement these thoughts in their work. The background chapter describes literature and previous research on performance preparations. Different aspects of performance preparations are presented, such as portraying different emotions, body awareness, various programs and methods to improve one’s performance, expression etcetera. Phenomenology was used as the theoretical framework and the method was semi-structured interviews. Following the method of thematic analysis, the result showed a certain consensus between the teachers’ interpretation of performance preparations. The result shows the informants’ interpretations of performance preparations as a phenomenon as well as how they experience they’re implementing this in their teaching. Different methods, aids etcetera are presented as well as the informants’ perceptions of performance preparations. Lastly, parts of the result and method are discussed in relation to the literature and research presented in the background chapter. Here,the teachers’ different names and interpretations of similar phenomenons such as evaluation, reflecting and asking questions are discussed. Thereafter, a statement of the importance of this study follows as well as possible further research on the subject.

Syftet med studien är att utifrån ett fenomenologiskt perspektiv undersöka hur några elever inom kulturskolan upplever förhållandet mellan motivation och övning. Bakgrundskapitlet belyser tidigare forskning och litteratur inom området motivation till att vilja öva. Studiens kunskapsteoretiska perspektiv är interpretativism och semistrukturerade intervjuer användes som metod där sex stycken elever intervjuades enskilt. Eventuella skillnader mellan begreppen spela och öva berörs och eleverna har sina egna uppfattningar om vad det innebär men också att det är svårt att hålla isär begreppen. Ibland samverkar begreppen och merparten av eleverna tycker att spela är det roligaste medan de övar mest hemma. Att kunna prata fritt om sin upplevda motivation till att öva ses av respondenterna inte som en självklarhet. När motivation kopplas till krav, prestation och tvång upplever eleverna att de inte finner det lika lustfyllt att öva eller att spela. Studien visar även att merparten av eleverna inte själva sätter upp egna mål med sin övning eller musicerande i sin helhet. Efter gymnasietiden vill respondenterna gärna studera vidare fast inte inom musik. De naturvetenskapliga ämnena lockar mer så som läkare, matematiker eller barnmorska. Resultatet diskuteras avslutningsvis med tidigare forskning och litteratur inom området för vad som gör elever motiverade till att öva. / The purpose of this study is through a phenomenological approach explore how some pupils in a music school experience the relationship between motivation and practice. The background chapter illustrates previous research and literature in the area of motivation to practice. The theoretical foundation of the study is interpretativism and semi-structured interviews were used as a method where six pupils were interviewed individually. The terms play and practice and how they differ from each other is discussed, as well as the pupil’s own perceptions about what they mean and the difficult in keeping them apart. Most of the pupils enjoy playing over practice, while it’s most common to practice at home. To have the ability to talk freely about their motivation to practice is for the pupils not that obvious. When motivation is connected to performance and constraints the pupils experienced that they do not feel it’s enjoyable to practice or to play. The study also shows that most of the pupils do not set their own goals for their practice or playing in general. After graduating from the high school the pupils are looking to get a higher education, however occupations such as doctor, mathematician or midwife are more attractive than job related to music. Lastly the result is discussed together with precious research and literature within the field.

This study aimed to examine how women’s autism (ASD) is experienced in relation to education through the perceptions of both women with ASD and teachers. Previous research shows that women with ASD are diagnosed later than would have been necessary. A reason for this is that they often mask their difficulties and are perceived as quiet and calm students in school. Using qualitative semi-structured interviews, six teachers and four women with ASD were interviewed. The interviews were analysed with interpretative phenomenological analysis to understand the participants’ individual experiences. To interpret and discuss the result, a theoretical framework was used consisting of gender theory and two different perspectives on understanding students with difficulties: the categorical and the relational perspectives. The phenomenological analysis of the collected data resulted in five themes: experiences of ASD, diagnosis, the silent student, masking and school and working methods. Based on the results, the conclusions emerged that teachers did not experience any differences between girls' and boys' ASD, even though the participating women with ASD told about gender differences. All teachers described how ASD can manifest in ways that are consistent with both descriptions in research on students with ASD and with how the women with ASD in this study described their own difficulties. The majority of the teachers worked on the basis that all students are entitled to the support they need, regardless of whether they have a diagnosis or not; which is in contrast to how the participants with ASD described their experience of school. Three of four women with ASD expressed that they wished their schools could have treated them in a better way during their school years. The women with ASD and the teachers had a similar view of the working methods that benefit women with ASD in school. The results also indicated that women with ASD assume the role of a quiet and calm student. Both the women and the teachers felt that the typical silent student did not receive support or resources, but that the attention instead went to outspoken or disorderly boys and students who do not reach the school's goals. Despite the fact that all participating women with ASD described how they have masked their difficulties during their school time, only one of six teachers experienced that masking is common among students in general. Other teachers said that students are not capable of masking their difficulties, or they had not reflected on the fact that something like this could occur. Overall, this study contributes with knowledge about ASD in relation to gender theory and school, which is a limited research area. / Den här studien har syftat till att undersöka hur skoltiden ser ut för kvinnor med autism (ASD), något som har undersökts ifrån både lärares och kvinnor med ASD’s perspektiv. Tidigare forskning visar att kvinnor med ASD blir diagnostiserade senare än vad de hade behövt. Detta på grund av att de ofta maskerar sina svårigheter för omgivningen och blir sedda som tysta och lugna elever i skolan. Med hjälp av kvalitativa semistrukturerade intervjuer har sex lärare och fyra kvinnor med ASD intervjuats. Intervjuerna analyserades med hjälp av tolkande fenomenologi för att komma åt studiedeltagarnas individuella upplevelser. För att tolka och diskutera resultatet användes en teoretisk ram bestående av genusteori och två specialpedagogiska perspektiv: det kategoriska och det relationella perspektivet. Den fenomenologiska analysen av datainsamlingen resulterade i fem teman: upplevelser av ASD, diagnostisering, den tysta eleven, maskering samt skoltid och arbetssätt. Utifrån resultatet framkom slutsatserna att lärarna inte upplevde att det finns en skillnad mellan flickors och pojkars ASD, trots att kvinnorna med ASD upplevde det. Samtliga lärare i studien beskrev ASD och hur det kan yttra sig på ett sätt som till en största del stämde överens med tidigare forskning och hur studiens deltagande kvinnor med ASD beskrev sina egna svårigheter. Majoriteten av lärarna beskrev att de arbetar utifrån att alla elever har rätt till det stöd de behöver oavsett om de har en diagnos eller inte; något som står i kontrast till hur deltagarna med ASD beskrev sin upplevelse av skolan. Tre av fyra kvinnor uttryckte att de hade önskat att skolorna hade bemött dem på ett bättre sätt under sina skolår. Kvinnorna med ASD och lärarna hade en likasinnad bild av vilka arbetssätt som främjar kvinnor med ASD i skolan. Resultatet indikerade även på att kvinnor med ASD antar rollen som en tyst och lugn elev. Både kvinnorna och lärarna upplevde att den tysta eleven inte fick varken rätt stöd eller resurs, utan att uppmärksamheten istället riktades till utåtagerande pojkar, eller elever som inte når skolans mål. Trots att samtliga deltagande kvinnor med ASD beskrev hur de har maskerat sina svårigheter under sin skoltid, upplever endast en av sex lärare att maskering är förekommande bland elever rent generellt. Övriga lärare menade antingen att elever inte är kapabla till att maskera sina svårigheter, eller att lärarna själva inte hade reflekterat över att maskering kan uppkomma. Sammantaget bidrar denna studie med kunskap om ASD i relation till genus och skola, vilket sedan tidigare är ett begränsat forskningsområde.

The purpose of the present study is to examine how a multicultural classroom affects the teaching of religion, and which conflicts teachers at secondary school and upper secondary school encounter in multicultural classrooms, as well as how these affect the school’s fundamental values. The study has been conducted through qualitative interviews with seven teachers who either teach religion at secondary school level or upper secondary school level.The study is based on the assumptions that multiculturalism affects teaching in the religion classroom and that there are conflicts where the conduct during the conflicts affects how schools work with their fundamental values. The study has a social constructionism approach where what teachers say about this study’s central concepts multiculturalism and conflict are studied. These concepts have then been used as a foundation for the analysis.The result of the study is that teachers are generally positive about a multicultural classroom for teaching religion; however, the study shows that there are both positive and negative aspects of this. The teachers in the study emphasized that the multicultural classroom, among other things, benefits the students' understanding of each other and that they can share and learn each other's experiences. The disadvantage of a multicultural classroom was considered by teachers to be the skepticism that can arise regarding their legitimacy as a mediator of knowledge. As for conflicts in the multicultural classroom in religion teaching, the result shows that teachers see conflicts as both positive and negative for the work on fundamental values, depending on its outcome. According to the teachers, a conflict can generate understanding and respect among the students, but also provide space for the students to express prejudices that lead to disagreements.Key

No description available.

The aim of this study is to increase knowledge about preschool teachers´ views on the place of chemistry in preshool and how this according to them is made visible in their work. Data was collected through qualitative interviews with five preschool teachers. A thematic analysis of the data identified categories in the preschool teachers´ views on the place of chemistry in preschool. The result of the study shows three arguments for chemistry in preschool. The arguments are: everyday connection, the preschool curriculum and learning for the future. The results also show that the preschool teachers do not teach much chemistry in preschool. They find chemistry difficult and they think that the curriculum is difficult to interpret. Recommendations to preschools is to think about their view on chemistry and how it can affect their teaching in chemistry. Another recommendation is to discuss with their colleauges about the meaning of chemical processes to come to an mutual understanding. / Syftet med studien är att öka kunskapen om förskollärares syn på kemins plats i förskolan samt hur detta enligt dem synliggörs i deras arbete. Datainsamlingen är utförd genom kvalitativa intervjuer med fem förskollärare. En tematisk analys av data gjorde att kategorier i förskollärarnas syn på kemins plats i förskolan kunde identifieras. Resultatet visar tre argument för kemi i förskolan. Argumenten är: vardagskoppling, förskolans läroplan och lära för framtiden. Resultatet visar även att förskollärarna inte arbetar mycket med kemi i förskolan. De anser att kemi är svårt och att läroplanen är svår att tolka. Rekommendationer för verksamheten är att själva fundera över sitt sätt att se på kemi och hur detta kan påverka kemiundervisningen. En annan rekommendation är att tillsammans i arbetslaget komma fram till en gemensam förståelse för betydelsen av enkla kemiska processer.

No description available.

This thesis explores the experiences of foreign-born women entering the Swedish labor market. A lot of the existing research clusters foreign-born women as a homogeneous group, missing various factors that impact their ability to access the labor market. Current initiatives and strategies therefore risk overlooking the importance of personalized support, which can result in inadequate responses to the unique needs and challenges each woman faces.  The study aims to explore foreign-born women’s experiences to better understand the obstacles the women face when trying to enter the Swedish labor market. The thesis investigates previous research that raises the significance of networks, language proficiency, and support and guidance and five interviews are conducted to understand the women’s experiences better.  The findings of this study show that discrimination, the discourse surrounding foreign-born women and, lack of adequate individualized support hinder women from establishing themselves on the labor market. Hence, the results highlight the need for more tailored support and new ways to learn the language. To achieve this, an intersectional approach is important to grasp the complex challenges that foreign-born women face in entering the Swedish labor market.  Overall, the thesis underscores the need for individualized support initiatives that consider the unique challenges and experiences of foreign-born women. By centering the women’s experiences, this study provides a valuable contribution to the ongoing efforts to improve the support for foreign-born women in the Swedish labor market.

Santa Cruz Verde 2030 is an inner-city megaproject that will transform the local oil refinery into an urban neighborhood in Santa Cruz de Tenerife, Spain. The project is expected to reconfigure Santa Cruz’s tourism model significantly, while applying rather undemocratic planning practices. This paper explores Santa Cruz Verde 2030, focusing on the perception of local stakeholders. My research builds on 18 qualitative interviews with planning authorities, the city’s mayor, political parties, experts from the real estate sector and residents. I identify a large perception gap among the interviewees. While the project’s initiators praise the participatory process, other stakeholders feel neither informed nor integrated. In particular, the “behind closed doors” planning approach has provoked resentment among citizens. In contrast, the possible impact on tourism of the project has given rise to less discussion. This contributes to the “stealthy” touristification strategy that has already transformed large areas of Santa Cruz’s waterfront in past decades. Hence, this paper adds to the ongoing discussion on how to design megaprojects in a more sustainable way, for example, by ensuring political consensus and learning from former megaprojects.

Syftet med denna studie var att undersöka musiklärares erfarenheter av elever i flow i musikundervisning. Undersökningen syftade till att bidra med kunskap om vad som karaktäriserar flow, aktiviteterna som gav upphov till flow, samt lärares förhållningssätt till dessa aktiviteter. Undersökningen bestod av semistrukturerade intervjuer med sju musiklärare som arbetar i olika skolformer och elevgrupper. Intervjuerna analyserades utifrån faktorer för såväl gruppflow som individuellt flow. Resultatet visar att elevers flow i musikundervisningen karaktäriseras av bland annat djup koncentration, omedvetenhet om omgivningen och ovilja att avbryta aktiviteten. Aktiviteterna som gav upphov till flow karaktäriserades av utmaningar med tydligt definierade mål där elever gavs utrymme till självbestämmande i sitt eget lärande. Lärarens förhållningssätt präglades i dessa aktiviteter av ett öppet och stöttande förhållningssätt. Därtill hörde noggrant utförda planeringar för undervisningen samt bidragande med en relevant kontext för att öka elevernas engagemang i aktiviteten. / The aim of this study was to examine music teachers perceptions of flow experiences in students. The study investigates flow characteristics in music education, the activities that preceded flow experiences and in what way teachers approach and plan for these activities. The study was carried out using semistructured interviews with seven music teachers who work in different school systems and student groups in Sweden. The interviews were analyzed using theories of both individual flow and group flow. The results show that flow experiences in students are characterized by deep concentration, unawareness of their surroundings and a disclination towards ending the activity. The activities were characterized by clearly defined goals and the opportunities for students to steer their own learning trajectories. Teachers accounted for utilizing an open and supportive approach towards these activities and their students. The activities were preceded by extensive planning and teachers also contributed with relevant contexts for students to engage in the activity. These contexts also showed importance in providing clear goals as well as relevance and authenticity for the activities.