Estetiska lärprocesser används och värderas på olika sätt av dagens lärare. En milstolpe för estetikens etablering i skolans undervisning är införandet av läroplanen 2011, där estetiska lärprocesser är tydligt framträdande. Det finns däremot sparsamt med forskning som inriktar sig på att undersöka effekterna av estetikens tydligare betydelse kopplat till lärarens undervisning. Denna studie syftar därför till att undersöka hur olika lärare resonerar om estetiska lärprocesser. Om det skiljer sig mellan de lärare som har tagit examen innan 2011 och efter 2011, samt om ålder har någon påverkan gällande inställning och användning av estetiska inslag bland lärare som undervisar från förskoleklass till årskurs tre. För att undersöka ovan nämnda syfte föll valet på en kvalitativ metod med kvantitativa inslag och fenomenografisk ansats, där semistrukturerade intervjuer och enkäter användes. Mitt urval inför intervjuerna var fyra pedagoger, två yngre och två äldre, för att belysa båda perspektiven gällande ålder och examen före och efter 2011. Den insamlade empirin bearbetades genom tematisk analys av lärarintervjuer och stapeldiagram för att tolka enkätundersökningen. Resultatet av min studie visar på att synen på och användningen av estetiska lärprocesser skiljer sig mellan de valda grupperna. Den yngre gruppen med senare examensår har genom sin utbildning, god kännedom om estetiska lärprocesser, men använder metoden mer sällan. De ser utmaningar med tid och resurser, samt är mer bundna till att följa läroplanen i jämförelse med lärare av den äldre gruppen med tidigare examensår. Denna grupp svarar att de använder estetiska inslag mer frekvent, läroplanen ses inte som ett hinder och de uppfattas vara trygga i sitt grunduppdrag. Däremot innebär inte detta att estetiken alltid ges plats i den ordinarie undervisningen. Studien visar sambandet mellan erfarenhet, trygghet och intresse. / Aesthetic learning processes are used and valued in different ways by teachers today. A milestone for the establishment of aesthetics in school and teaching, is the introduction of the curriculum in 2011, where aesthetic learning processes are clearly prominent. On the other hand, there is sparingly with research that focuses on investigating the effects of the importance of aesthetics linked to teacher's teaching. This study therefore aims to investigate how different teachers reason about aesthetic learning processes. If there is a difference between the teachers who obtained their degree before 2011 and after 2011, and whether age has any significance for the attitude and use of aesthetic elements among teachers who teach in pre-school class from age six to grade three in elementary school. To investigate the above-mentioned purpose, the choice fell on a qualitative method with quantitative elements and a phenomenographic approach, where semi-structured interviews and questionnaires were used. My selection for the interviews was four educators, two younger and two older, in order to include both perspectives regarding age and degree before and after 2011. The collected empirical data was processed through thematic analysis of teacher interviews and bar graphs to interpret the survey. The results of my study show that the attitude and use of aesthetic learning processes differ between the selected groups. The younger group with later graduation years have a good knowledge of the aesthetic learning processes through their education, but use the aesthetic less often, see challenges with time and resources, and are more bound to follow the curriculum. In contrast, teachers of the older group with earlier graduation use aesthetics more frequently, do not see the curriculum as an obstacle and are perceived as more secure in their basic tasks. However, this does not mean that aesthetics always are given a place in regular teaching. The study shows the connection between experience, security and interest.

This study aims to investigate how a number of students who are at the end of a teachers’ educations program in social studies, geography, religion and history interpret that the national curriculums states that every teacher is responsible for students language development and should be supportive of language backgrounds. In the light of the curriculums the study explores how the teacher education students feel that the education has prepared them for teaching children with Swedish as a second language. The study also examines how the teacher education students think that the teacher education could improve in matters like preparing future teachers to teach social studies, geography, religion and history to second language children. The study is based on interviews with seven university students and shows that they feel a responsibility to develop their future students’ language. It also shows that the teacher education students don’t experience that their education has addressed these challenges. The study also reveals that the participants understand the difficulties with teaching second language students. A lot of their thoughts on the subject are similar to what previous research stresses as central to teaching these students despite that the teacher education students don’t feel prepared. The question of possible improvement in the teacher education shows that the participants in the study believe that there is room for improvement in the teacher education regarding second language students.