För att kunna hantera konflikter krävs olika kompetenser, vilka som krävs och hur vi behärskar dessa genom olika erfarenheter som vi skapat oss i olika sammanhang är en central fråga i denna studie. Denna studie syftar till att undersöka vilka kompetenser sektionschefer inom statliga myndigheter upplever sig behöva för att hantera konflikter på arbetsplatsen mellan sina medarbetare. Vi vill också belysa under vilka omständigheter de samlat på sig dessa erfarenheter. För att besvara syftet tog vi hjälp av följande frågeställningar: “vilka kompetenser anser sektionschefer vara relevanta för att hantera en konflikt?”, “vilka tidigare erfarenheter anser de vara användbara?” samt “hur använder de sig av tidigare erfarenheter för att hantera konflikter på arbetsplatsen?”. En forskningsöversikt över olika fält presenteras under följande rubriker: vad konflikthantering innebär, vad som krävs för konflikthantering som tredje part, nödvändiga kompetenser samt relationen till statliga myndigheter. För att undersöka syftet genomförde vi intervjuer med sju sektionschefer på två statliga myndigheter. Med utgångspunkt i Lev Vygotskijs teori om sociokulturella perspektiv samt Mikhail Bakhtin har vi analyserat och redovisat resultatet. Resultatet visar att sektionscheferna anser sig behöva kompetenser såsom ödmjukhet, vara lyhörd, att kunna se vad som händer på kontoret samt vara modig och våga ta tag i saker. Vikten av att hålla sig neutral nämner de också som en viktig aspekt. De omständigheter som sektionscheferna berättat bidragit med erfarenheter inom konflikthantering är livserfarenhet det viktigaste som de fått sig till livs i familjesammanhang, sportsammanhang samt tidigare arbetslivserfarenheter. I diskussionen behandlas även relationen till tidigare forskning samt resoneras kring framtida forskning. / In order to manage conflict, different competencies are required, which competences are required and how we master them through different experiences, from different contexts, are a key issue in this study. This study aims to investigate which competences section managers within government agencies feel they need to manage conflict at work between their co-workers. We also want to highlight the circumstances under which they amassed these experiences. To be able to answer the purpose, we took the help of these issues: "Which competencies does section managers believe to be relevant to manage conflict?” "Which past experiences do they believe to be useful?" and "How do they use past experience to deal with conflicts in the workplace?". A research across various fields is presented under the following headings: what is conflict, what is required from the third party in conflict management, essential competencies and the relationship to government agencies. To examine the purpose, we conducted interviews with seven heads of sections of two different state agencies. On the basis of Lev Vygotskij's theory about sociocultural perspective, and Mikhail Bakhtin, we have analyzed and reported the results from the empirical material. The results shows that the section heads considers necessary competencies such as humility, to be responsive, to be able to see what happens in the office and to be brave and be able to address problems. The importance of being able to stay neutral was also mentioned as an important aspect. The circumstances that seem to be the most important in the contribution with experience in conflict management seems to the section managers be life experience in different ways. These experiences they received from family context, sporting and previous work experience. In the discussion we also deal with the relation to previous research, and there is also a discussion about future research.

Syftet med den här studien är att få djupare kunskap om förskolans arbete med språkligt sårbara barn och hur de kan upptäckas i tidig ålder. Genom intervjuer med specialpedagoger och legitimerade förskollärare har jag besvarat frågorna om vilka möjligheter förskollärare har att upptäcka språkstörning, hur förskollärare arbetar och kan arbeta med barn i språklig sårbarhet, samt på vilket sätt specialpedagoger och förskollärare kan samarbeta för att främja språkutvecklingen hos barnen. I studien beskrivs tidigare forskning om barns tidiga språkutveckling och vad som kännetecknar språkstörning, samt hur forskare anser att förskollärare bör arbeta med barn för att främja språkutveckling. Resultatet visade att det fanns en stor medvetenhet bland pedagogerna ute på förskolorna där intervjuerna genomfördes och att arbeta med språk och kommunikation var hos de flesta ett prioriterat mål i verksamheten. Specialpedagogerna framhåller den medvetna närvaron hos förskollärare för att vara ett stöd i den språkliga utvecklingen hos barnen, samt att ha möjlighet att upptäcka de barn som befinner sig i språklig sårbarhet där det kan handla om språkstörning. I undersökningen framkom att tid, kunskap, lyhördhet, närvaro, tillgång till specialpedagog och ett medvetet förhållningssätt utgör de förutsättningar som förskollärare behöver för att upptäcka barn med språkstörning. / The purpose of this study is to gain in-depth knowledge about preschool work with children in linguistic vulnerability and how they can be discovered at an early age. Through interviews with special educators and legitimate preschool teachers, I have answered the questions about what possibilities preschool teachers have to detect language disorder, how preschool teachers work and can work with children in linguistic vulnerability, and how special educators and preschool teachers can collaborate to promote language development in the children. The study describes previous research on children's early language development and what characterize developmental language disorders, as well as how researchers think preschool teachers should work with children to promote language development. The result showed that there was a high level of awareness among the educators at the preschools where the interviews were conducted, and working with language and communication was at most a priority objective in the preschool. Special educators emphasize the conscious presence of preschool teachers to be a support in the linguistic development of the children, as well as being able to discover the children who are in linguistic vulnerability where language disturbance is concerned. The study found that time, knowledge, responsiveness, attendance, access to a special educator and a conscious attitude constitute the prerequisites for pre-school teachers to detect children with language disabilities.

The purpose of this study has been to investigate visual art teachers’ experiences of using pre-exercises in art class, and to what extent they promote the students’ creativity and interest for creating. In order to limit the study, focus was directed at the introduction of new art assignments, and how the teacher presents the task. The study aims to contribute with knowledge and guidance for art teachers who seek to encourage students to work creatively, and to invoke greater interest for creating. The study has its foundation in the socio-cultural perspective on teaching and development, including its communicative processes. The method was qualitative in character. Eleven art teachers were interviewed, in order to get empirical knowledge of their experience of introduction and pre-exercise in art projects.The results showed that the teachers’ experience of working with pre-exercises had several aims and goals. One of those goals were that the exercise would provide students with tools for getting started with the creative process, and promote their creativity. A challenge mentioned was lack of time, and the teachers experienced that pre-exercises were frequently skipped because of it.

Few studies have focused on how learning takes place in physical education and health (PEH) practices, and even more so in relation to artifact use. Dance is a core content in the Swedish curriculum, but according to previous research it nevertheless rarely occurs in practice due to many teachers’ lack of knowledge. Movement qualities are something that students are supposed to develop in the subject, where dance can be used as a form of activity. The aim of the licentiate thesis is to examine students’ use and development of different movement qualities in a learning process where dance exergames are used as teaching aids in the PEH practice in upper secondary school. The research questions in the study are: (1) what kind of movement qualities do students use when they interact with each other and with dance exergames, and (2) how does the learning of movement qualities occur when dance exergames are used as teaching aids? A series of seven PEH-lessons were designed. Four of the lesson had a spe-cific purpose, such as working with rhythm and coordination where the exergames Nintendo Wii Just Dance 3 and 4 were used as teaching aids. In two other lessons the students worked in groups to create their own dances, and as a final goal, at lesson seven, the groups presented their dances. All the lessons were video recorded. A framework inspired by Laban’s movement analysis was used to analyze the students’ movement qualities, based on four aspects: body, space, effort and relationship. To be able to analyze the students, the dance exergames and the context as a whole, the study involved a socio-cultural ap-proach to learning. Learning situations in the ongoing practice were also ana-lyzed, where learning was investigated as something that occurs through inter-actions between students and between students and artifacts. The results show a way to describe students’ movement qualities, which con-tribute to PEH-teachers language of knowledge in movement. The results also demonstrate that learning occurred through imitation, repetition, communica-tion, negotiation, practice, modeling, instruction and using metaphors. A con-clusion is that students’ use and development of movement qualities do not depend on the use of the dance exergames per se, instead it depends on how the dance exergames are used in PEH practice. / Forskningslinjen Utbildning

The study examines the factors that cause school absenteeism and how the high school/upper secondary can work to prevent school absenteeism and promote school attendance. The overall purpose of the study was to investigate what the high school/upper secondary school students describe as absenteeism prevention and promote attendance. The theoretical framework for the study consists of a socio-cultural perspective, a relational perspective, and the theory of KASAM. The study approach is qualitative and the study data were collected through mixed methods where semi-structured interviews were supplemented with a survey of the high school/upper secondary school students in grades 2 and 3. Based on the students' descriptions, the school's work on preventing absence and promoting attendance can be seen as complex. The students show, as in previous research, that many different factors influence the students' attendance and absence and that the causal factors can vary from student to student. The result further shows that there are a variety of factors related to the school's learning environments that can prevent absenteeism and promote attendance. The conclusion of the study highlights the importance of high school/upper secondary school working to strengthen students' motivation, participation, security, health, wellness and well-being. Highschool/upper secondary school should also work actively to ensure that the learning environment in the school is varied and that the teaching is adapted to the diversity of pupils' needs and conditions. Based on the results, it is determined that a broad repertoire of strategies and methods is needed in the school's absence prevention and attendance promotion work. The special pedagogical relevance of the study is made visible by the study showing that the school's attendance promotion and absence prevention work is strengthened by the school working to identify and map obstacles and opportunities in the school's educational, social and physical learning environments and based on the development of the school's learning environments at both individual and organizational levels.

The purpose of the study is to shed light on and increase understanding of children's language development with a focus on multilingualism in preschool / kindergarten. I also investigate the working methods used by preschool teachers to support language development in multilingual children. The questions I have asked are: How do preschool teachers relate to the language development of multilingual children in preschool?  What working methods are used by preschool teachers in work with children's language development in preschool? To find answers for my questions, I use qualitative interviews with five preschool teachers from three different preschools in the same municipality in Stockholm. This study is based on Lev Vygotsky's theory of the sociocultural perspective and the proximal developmental zone. The reason I use the sociocultural perspective on language development is because I am of the belief that language is learned and developed mainly through social interaction between an individual and its environment. Results in the study showed that preschool teachers are aware that support, repetition, and appreciation provide a positive stimulus to multilingual children's language development. However, the interviewed preschool teachers point out that they have no specific knowledge about working with multilingual children. The study has also concluded that preschool teachers believe that multilingualism is an asset for both the individual and for the society. What also emerged in the study is that preschool teachers take the parents and other educators at the preschool as resources. Methods used by preschool teachers are digital books in several languages (pollyglutt), concrete material and pictures, reading aloud, storytelling, rhymes and jingles, Memory games that increase children's language development.

The purpose of the study is to investigate the preschool teacher’s attitude and attitude towards working with children who have Swedish as a second language. We are also investigating what working methods and materials preschool teachers use to promote multilingual children's language development with regards to the Swedish language and the child's mother tongue. Issues that we have used are: What attitude do preschool teachers have in working with multilingualism? What working methods and materials do preschool teachers use to promote multilingual children's language development with regards to the Swedish language and the child's mother tongue? To get answers to our purpose, we used qualitative interviews with six preschool teachers from four different preschools in three different municipalities in Stockholm. We have analyzed data collection from a socio-cultural perspective. The result showed that interviewed preschool teachers see the work of multilingualism as an asset. Preschool teachers are aware that it is a resource to know more than one language, as the children can switch between both languages. In our result, it was found that the educator’s main way of working for language development is to work consciously in smaller groups of children. To have a conversation while reading is the most important factor in promoting multilingual children's language development. The educators use books in different languages, concrete materials, and pictures in planned activities such as gatherings and fairy tales. All preschool teachers also believe that rhymes and language-developing games such as memory increase children's language development.

No description available.

Syftet med denna studie är att belysa arbetet med genrebreddning inom sångundervisning på kulturskola och identifiera vilken betydelse sånglärares utbildning och musikaliska bakgrund har för elevers möjligheter att få sjunga olika genrer. Forskningsfrågorna är följande: Vilka möjliga mönster finns mellan lärares undervisning och deras egna genreintresse, musikaliska identitet och utbildning? Hur talar sånglärare på kulturskolan om sitt arbete med genrebreddning? Tidigare forskning om ämnet visar starka kopplingar mellan genre och identitet, samt att undervisningen påverkas av lärarens musikaliska bakgrund. Studien är av kvalitativ art och fyra sånglärare på kulturskolan har intervjuats i semistrukturerade intervjuer. Intervjuerna har transkriberats och analyserats med tematisk analys och utifrån ett sociokulturellt perspektiv. Resultatet lyfter två huvudteman: Genre och identitet och Undervisning utifrån genre. Resultatet pekar på samband och skillnader mellan informanternas svar och visar att informanterna själva drar starka kopplingar mellan deras egna genreintressen och den undervisning de erbjuder. De delar åsikten att genrebreddning är givande för undervisningen och att det är viktigt att inte lägga värdering i vilka genrer eller sångsätt som är bra eller dåliga. De har dock olika bild av hur arbetet med genrebreddning kan gå till. I diskussionen lyfts resultatet till en mer generell nivå och kopplas till tidigare forskning om ämnet. Exempel på ämnen som lyfts är möjligheten att undervisa genrefritt, och hur informanternas utbildning påverkat deras undervisning och genreval. / The aim of this study is to enlighten the work with genre breadth in teaching singing at the municipal school of arts and to identify the way the education and musical background of the singing teacher affects pupils’ possibilities to sing a variety of genres. The research questions are: What possible connections are there between the teachers’ instruction and their own interests, identity and education in different genres? How do the singing teachers at the municipal school of arts talk about their work with genre breadth? Previous research about the subject shows strong connections between genre and identity, and that instruction is affected by teachers’ background in music. The study is qualitative and four singing teachers at the municipal school of arts have been interviewed in semi-structured interviews. The interviews have been transcribed and analysed with thematic analysis based on a socio-cultural perspective. The result reveals two main themes: Genre and identity and Instruction based on genre. The result points to connections and differences between the informants' answers and shows that the informants themselves see strong connections between their own interests in genre and the instruction they offer. They share the opinion that genre breadth is rewarding for their interaction and that it is important not to value which genres and singing styles that are good or bad. They do however differentiate their view on how they work with genre breadth.  The discussion lifts the results to a more general level and connect the themes to previous research about the subject. Examples of themes that are illuminated are the possibilities to teach free from genre, and how the informants’ education have affected their instruction and choices in genre.

Samhället är väldigt digitaliserat och digitala lärresurser har fått ett stort utrymme på skolan i nästan alla årskurser. Syftet med att använda digitala lärresurser är för att stötta eleverna i deras lärande och utveckling. Digitala lärresurser har ytterligare ett syfte som är att underlätta lärarens arbete. I denna studie kommer en systematiskt litteraturstudie att göras för att undersöka vad tidigare forskning som har fokuserat på digitala lärresurser i matematikundervisning kommer sammanställas. digitala lärresurser inom matematikundervisningen. Syftet med denna litteraturstudie är att undersöka användningen av digitala lärresurser under matematikundervisningen samt hur den kan främja elevers lärande. Studien kommer även att ta del av användningen av digitala lärresurser utifrån sociokulturella perspektivet. Resultaten av de sammanställda forskningarna visade att digitala lärresurser av olika slag kan främja elevernas lärande på olika sätt. Det främjar bland annat motivation till lärande, engagemang, problemlösningsförmåga, algebraiska tänkande, tal beräkningar, mönsterigenkänning m.m. Resultatet har även visat att en stor del av bakomliggande aspekter som kan hindra att elevers lärande främjas genom digitala lärresurser är lärarnas brist på kunskap gällande användning av materialet. / Society is highly digitalized and digital learning resources have been given a large space at school in almost all grades. The purpose of using digital learning resources is to support students in their learning and development. Digital learning resources have another purpose, which is to facilitate the teacher's work. In this study, a systematic literature study will be done to investigate what previous research that has focused on digital learning resources in mathematics education will be compiled. digital learning resources in mathematics teaching. The purpose of this literature study is to investigate the use of digital learning resources during mathematics teaching and how it can promote student learning. The study will also considerthe use of digital learning resources based on the socio-cultural perspective. The results of the compiled research showed that digital learning resources of various kinds can promote students' learning in different ways. Among other things, it promotes motivation for learning, commitment, problem-solving skills, algebraic thinking, number calculations and pattern recognition. The results also show that a large part of the underlying aspects that can prevent students' learning from being promoted through digital learning resources is the teachers' lack of knowledge regarding the use of the material