The purpose with this study is to contribute with more knowledge about how teachers perceive and use inquiry-based teaching alongside learning materials in their teaching within the science subjects in primary school. We used qualitative, semi structured interviews with a phenomenographic research approach to get a view of teachers’ perceptions about inquiry-based teaching as a phenomenon and how it interacts with learning materials.The study shows that every teacher is using an inquiry-based teaching but in various ways. Inquiry-based teaching was described as a positive part of the education where the pupils get to experiment and use practical work. Most of the teachers thought that the inquiry-based teaching comes with some challenges. The teachers meant that it is time consuming, and it requires access to material. The planning of the education where the inquiry-based teaching is centered demands a studious planning. It showed to exist differences in the purpose of using inquiry-based teaching because some of the teachers meant that inquiry-based teaching creates interest for the science subjects. Some of the teachers described that inquiry-based teaching adds to the pupils conceptional understanding and the other teachers believes that inquiry-based teaching develops the pupil’s knowledge about doing science inquiries. Learning materials were considered as a complement to the inquiry-based teaching. They explained that one cannot exist without the other. Through the theory the pupils are learning about the practical aspects and through the practical aspects the pupils can develop a deeper understanding for the theory.

Syftet med denna studie är att bidra med ökad kunskap om hur lärare som undervisar i årskurs F-3, ser på och använder sig av estetiska lärprocesser i ämnet svenska. Hur begreppet definieras, hur det används i klassrummet samt vilka utmaningar som möjligen kan återfinnas i det estetiska arbetet skildras därför. Studien har genomförts med stöd av kvalitativa intervjuer, detta för att få fram vad lärarna har för egna uppfattningar om det berörda ämnet. De teorier som ligger till grund för detta arbete är det sociokulturella perspektivet på lärande samt pragmatismen. Fenomenografin är den valda ansatsen för studiens bearbetning, tolkning och analys av den empiri som insamlats. Resultatet visar att respondenternas uppfattningar i många fall stämmer överens med tidigare forskning som genomförts. Estetiska lärprocesser uppfattas av lärarna i studien som ett extra uttryckssätt för eleverna och ett arbetssätt som möjliggör att de får använda alla sina sinnen. Det i sin tur leder till att eleverna kan befästa ny kunskap på ett enklare sätt. Estetiska lärprocesser i ämnet svenska används för att ge en variation i undervisningen och vilka estetiska former som nyttjas, beror på vilken årskurs som lärarna undervisar inom samt vilket intresse de själva har för detta ämne. De utmaningar som framkommit handlar främst om tiden det tar för lärarna att plocka fram, genomföra och städa undan efter många estetiska lektioner. Även för små eller delade lokaler anses som ett hinder, då detta medför att lärarna ofta inte kan genomföra de aktiviteter som annars hade varit önskvärda. Osäkerheten är den sista utmaningen som framkommit ur resultatet, de estetiska former som ofta väljs bort i svenskundervisningen är också de som lärarna själva känner en osäkerhet kring. / The purpose of this study is to contribute with increased knowledge of how teachers who teach Swedish in grade F-3, think about and work with aesthetic learning processes in the classroom. How does the teachers define this concept, how do they use it in the classroom and which challenges can be fund? These are the questions that will be answered. This study has been conducted through qualitative interviews to gain information about the teachers’ perceptions. The study is based on the sociocultural learning perspective and on the theory of pragmatism. A phenomenographic research approach was taken to process, interpret and analyze the result from this study. The results show that the teachers' perceptions are in many cases consistent with previous research. The teachers deem the aesthetic learning processes to be an extra means of expression for the pupils, as well as a working method that makes it possible for them to use all their senses. This makes it easier for the pupils to learn new things. Aesthetic learning processes are used to provide a variation in the education and which kind of aesthetics that are being used, depends on how old the pupils are and the teacher’s own interest in this subject. The challenges that have been found in this study are mainly about the time it takes for the teachers to prepare, implement, and clean after many of the aesthetic lessons. Too small or shared rooms in the school buildings are also considered an obstacle to overcome for the teachers, as this means that they often cannot carry out the activities that otherwise would have been desirable. Insecurity is the last challenge that emerged from the results. The teachers deem that the aesthetics that are often rejected in the classroom, are those that the teachers themselves feel some insecurity about using.

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This study has a fourfold focus. Firstly, the study aims to fill a gap in research regarding teachers and principals’ perceptions on transition work and collaboration in school years K-3 and 4-6 in the subject of English. Secondly, the study explores how these views affect students' academic achievement in the subject. Thirdly, the gathered data is compared to previous research and Swedish national governing documents and guidelines on the matter. Lastly, the study collected suggestions for improvements with regards to transition work and collaboration based on previous research and our respondents’ views.    The basis for the study is data collected from 42 teacher and 10 school principal respondents who answered qualitative and quantitative questions regarding the issue. The findings indicate that teachers and principals' views do not always align regarding transition work. The study shows a great discrepancy in how Swedish schools collaborate around transition, where some Swedish teachers report well-functioning transition work and collaboration and some report the complete opposite. Furthermore, the findings indicate that students' academic performance is affected by the quality of teachers transition and collaboration work. Lastly, the study identifies some key factors that are necessary for well-functioning transition and collaboration work to transpire. / Denna studie har ett fyrfaldigt fokus. Först ämnar den att fylla ett hål i forskning som behandlar lärares och rektorers uppfattningar om övergångsarbete och samarbete mellan skolåren F-3 och 4-6 i Engelskämnet. Sedan utforskar studien hur dessa uppfattningar påverkar elevers akademiska prestationer i ämnet. I tredje hand jämförs den samlade datan med vad tidigare forskning, Svenska styrdokument och riktlinjer säger i frågan. Till sist sammanställer studien förslag på förbättringar på övergångsarbetet och samarbetet baserat på respondenternas bidrag och tidigare forskning. Forskningsunderlaget utgörs av data som samlats från 42 lärare och 10 rektorer som svarat på kvalitativa så väl som kvantitativa frågor om ämnet. Fynden indikerar att lärares och rektorers syn på övergångsarbete inte alltid överensstämmer. Studien visar vidare en grav diskrepans mellan svenska skolor i hur de samarbetar kring elevers övergång mellan låg- och mellanstadiet, där några av lärarna rapporterar ett väl fungerande samarbete och andra det helt motsatta. Fynden indikerar även att elevers akademiska prestationer kan påverkas av kvalitén på lärarnas samarbete och övergångsarbete. Slutligen identifierar studien några nyckelfaktorer som är nödvändiga för att skapa ett väl fungerande övergångsarbete och sammarbete.

At 2 primary schools in Western Jamaica, students at the Grade 1 level lacked basic literacy skills of comprehension, letter recognition, letter sounds, and oral communication. The purpose of this qualitative evaluation study was to investigate teachers' perceptions of the Jolly Phonics program implemented to improve students' literacy in Grades 1-3. Guided by Engestrom's activity theory, the effectiveness of the Jolly Phonics approach was examined based on the sociocultural learning theories of Vygotsky, Dewey, and Piaget. The research questions focused on teachers' perceptions of the program's impact on students' literacy improvement and of the strategies used in the Jolly Phonics program. Data collection involved individual interviews with 8 teachers from 2 selected primary schools with a representation of at least 2 teachers from each grade level. Using open coding and thematic analysis, emerging minor and major themes were identified. Themes included (a) positive impact on curriculum and instructional delivery; (b) focus on all students who lacked basic literacy skills; (c) development of phonetic awareness, writing, comprehension, and listening skills; (d) workshops that are stimulating and informative; (e) support from teachers and administrators; and (g) greater focus placed at the lower grades. Overall, the findings indicated that the Jolly Phonics program had a positive impact on struggling readers in Grades 1-3. Implications for positive social change include providing the local district with research-based findings on teachers' perceptions of the impact of and strategies used in the Jolly Phonics Program. The findings can be used to support programming decisions and professional development to improve literacy skills of early and struggling readers.

In this confirmatory factor analysis, factors previously identified to explain the variability in Middle School Mathematics Teachers’ perception of the Common Core State Standards of Mathematics were considered as factors hypothesized to effect high school math teachers’ perceptions of challenging math tasks (CMTs). The factor of student characterization (i.e., disposition, academic preparation, and student behavior) was additionally considered as a factor hypothesized to explain teachers’ perceptions of CMTs, as well as site-based variables (i.e., curriculum, assessment and evaluation, professional development, and collaboration). In addition, teachers’ understanding of the importance of the mathematical practice standards and teacher familiarity with enacting CMTs were factors considered in the model. The original septenary factor structure was modified and good model fit was achieved. In addition to the confirmatory factor analysis model which provides a structure for considering teachers perceptions of CMTs, descriptive statistics are presented from the survey developed that captured teachers’ perceptions of CMTs relative to their sites.

Thesis (M.Ed.) -- University of Limpopo, 2021 / The purpose of this study was to identify teachers’ perceptions towards learners with special needs, using rural schools, Kgakotlou Circuit in Limpopo Province. The study made use of the qualitative research approach where a case study design was adopted. The population of the study was formed by teachers from five rural schools in Kgakotlou Circuit. For instance: All five schools, sampled through purposive sampling technique, participated in semi-structured and two schools participated in focus-group interview. All nine teachers were able to participate in semi-structured interview whereas only four teachers took part in the focus-group interview. From the in-depth interview a lot of information regarding areas that seem to influence teachers’ perceptions was gathered. The data provided insights to the way teachers understand inclusion, and the supports that they require in practice and how they meet classroom challenges in practice. The data was analysed using thematic analysis. The study revealed that teachers’ negative and positive perceptions on inclusion of learners with special needs have a significant effect on their education. The results also showed that negative perceptions influence learners’ academic performance. The study recommends that the department of education should organise an in-service training for teachers on inclusion. Keywords: inclusion in education, teachers’ perceptions, learners with special needs

The purpose of this paper is to examine how teachers for the younger ages perceive the conceptof social issues and what subject-specific didactic considerations they make regarding them intheir social studies teaching. The research questions that the paper aimed to answer are whatsubject-specific didactic considerations teachers for the younger ages make in their teaching ofsocial issues, and what role does the teacher believe they take or should take in social studiesteaching. Previous research regarding teaching social issues has examined the teaching of olderstudents. This, together with the few descriptions in the policy documents regarding socialissues for younger students, is the basis for the interest to fulfill this study.The method is based on a phenomenographic research approach and empirics were collectedthrough qualitative semi-structured interviews. A total of six teachers were interviewed, withformal qualifications in the subject of social studies. Their answers were then analyzed basedon the theory within the phenomenographic research approach and Vygotsky's socioculturalperspective.The result consists of three qualitatively different categories that describe the teacher'sperception of the concept of social issues and teaching of the content including the purpose andmethod. The results show that teachers work with social issues from a democratic perspective,a values-based perspective and based on current events.

The purpose of this study is to invetigate preschool teachers' perceptions of opportunities and difficulties in work with aesthetic forms of expression in the preschool's learning environment. According to the preschool curriculum (Skolverktet, 2018), preschool education must give children the opportunity to experience, shape and communicate through aestethic forms of expression such as image, form, drama, movement, song, music  and dance. It is also the preschool teachers' responsibility to develop pedagogical content and environments in the teaching that inspire development and learning (Skolverket, 2018). To investigate preschool teachers' own perceptions of opportunities and difficulties at work, a phenomenographic methodological approach and qualitative semi-structured interviews were used, which were also recorded and enabled in-depth answers. The results and the analysis shed light on preschool teachers' perceptions of the opportunities and difficulties that exist in the work of creating conditions for children to experience, shape and communicate in the learning enviroinment through aesthetic forms of expression. What preschool teachers preceive can create opportunities and difficulties are the educator, the physical environment and time, above all in the form of the preschool's daily routines. What dose not emerge are preschool teaschers' perceptions of how aesthetic subject knowledge is a possible contributing factor to the possibilities or difficulties that are experienced. Since previous research by Lindqvist (2019) showed that preschool teacher students preceive their aesthetic subject knowledge as insufficient, it would be interesting to possibly further investigate how active preschool teachers perceive that their subject knowledge in the aesthetic subjects affects preschool education. This can be seen as important in order to contribute to a further understanding of preschool teachers' perceptions of the aesthetic subject and the possibilities and difficulties of forms of expression. / Denna studies syfte är att undersöka förskollärares uppfattningar av möjligheter och svårigheter i arbetet med estetiska uttrycksformer i förskolans lärmiljö. Enligt förskolans läroplan (Skolverket, 2018) ska förskolans utbildning ge barn möjlighet att uppleva, gestalta och kommunicera genom estetiska uttrycksformer som bild, form, drama, rörelse, sång, musik och dans. Det är också förskollärarnas ansvar att i undervisningen utveckla pedagogiskt innehåll och miljöer som inspirerar till utveckling och lärande (Skolverket, 2018).För att undersöka förskollärares egna uppfattningar om möjligheter och svårigheter i arbetet användes en fenomenografisk metodansats och kvalitativa semistrukturerade intervjuer, vilka också spelades in och möjliggjorde fördjupade svar. Resultatet och analysen belyser förskollärares uppfattningar om vilka möjligheter och svårigheter som finns i arbetet med att skapa förutsättningar för barn att i lärmiljön uppleva, gestalta och kommunicera genom estetiska uttrycksformer. Det förskollärarna uppfattar kan skapa möjligheter och svårigheter är pedagogen, den fysiska miljön och tiden, framför allt i form av förskolans dagliga rutiner. Det som inte framkommer är förskollärares uppfattningar kring hur estetiska ämneskunskaper är en eventuell bidragande faktor till de möjligheter eller svårigheter som upplevs. Eftersom tidigare forskning av Lindqvist (2019) visade att förskollärarstudenter upplever sina estetiska ämneskunskaper som otillräckliga vore det intressant att eventuellt vidare undersöka hur verksammaförskollärare uppfattar att sina ämneskunskaper inom de estetiska ämnena påverkar förskolans utbildning. Detta kan ses som viktig för att bidra till ytterligare förståelse för förskollärares uppfattningar om de estetiska ämnena och uttrycksformernas möjligheter och svårigheter

Vi lever i ett samhälle där datorer och annan digitalteknik blir allt mer central i vår vardag. Sveriges regering har därför ålagt Skolverket att stärka elevernas digitala kompetens. Som en del av detta införs programmering som ett digitalt verktyg i matematikundervisningen både i grundskolan och på gymnasiet. Det krävs dock i nuläget inga kurser i programmering för att bli en legitimerad matematiklärare. Syftet med undersökningen som presenteras i denna rapport är att undersöka matematiklärares uppfattningar som uppkommit på grund av att Skolverkets revidering av läroplanerna i matematik. Denna revidering innebär att vissa matematikkurser på gymnasiet innefattar att programmering skall användas som problemlösningsverktyg. Underlaget till denna undersökning är en transkribering och tematisering av kvalitativa intervjuer med tio matematiklärare, samt tidigare forskning. Undersökningen fann en viss oro bland lärarna som till stor del handlade om bristande kunskap i programmering samt problematiken med att hinna med att få in ytterligare ett moment i undervisningen. Under intervjuerna framgick det att lärarna var allmänt fundersamma om vilka digitala verktyg de skulle använda för att lösa detta nya krav. En majoritet av lärarna förordade dock Excel och Geogebra. Det framkom ett visst missnöje med att detta nya krav infördes med mycket kort varsel. Många lärare förväntade sig och litade på att läroboksförfattarna skulle komma med en uppdatering av läroböckerna i matematik. En uppdatering som förväntades innefatta programmering och som därmed skulle lösa den nya pedagogiska utmaningen. / Computers and other digital technology are becoming increasingly important in our society. Due to that, the Swedish Government has instructed their National Agency for Education to strengthen the students' digital competence. One outcome of this was that programming become a part of teaching mathematics both in primary and upper secondary school. Programming is not a part of the mandatory studies needed to become a certified mathematics teacher. The purpose of this study is to investigate the ideas, attitudes and ideas of mathematics teachers that have arisen because of the National Agency for Education's revision of the curricula in mathematics. According to this revision of the curricula, students should use programming as a problem-solving tool. The basis for this study is a transcription of qualitative interviews with ten mathematics teachers and an examination of previous research. This study found that there was some concern among the teachers. Most of the concern was about lack of knowledge in programming. The majority of teachers preferred to use Excel and Geogebra as a digital tool to teach programming. Many teachers expressed spontaneously a general dissatisfaction with the impact that calculators already have in mathematics education. There was some dissatisfaction with the introduction of this new requirement at very short notice. Many teachers expected and trusted that the textbook authors would come up with an update of the textbooks in mathematics. An update that would thus solve their new educational challenge.