This study examines how teachers view the use of peer assessment of pupils’ texts in grade 3. Six teachers were interviewed about how they work with peer assessment and the possibilities and challenges they see in using peer assessment in grade 3. The result showed that five of the teachers in the study worked with peer assessment by giving the pupils clear criteria for things they were supposed to respond to. The potential that the teachers saw in peer assessment was that pupils become aware of their own development and their learning. They also saw that the pupils’ social skills were positively affected by peer assessment. The greatest challenge the teachers saw lay in pairing the pupils together best as regards their zone of proximal development and ensuring that pupils developed through peer assessment. The conclusions of this study are that teachers need training in peer assessment so that they will feel comfortable using the method and be able to meet pupils’ development needs.

Syftet med denna studie var att undersöka vilka motiv lärare anger för sina val och sin användning av läromedel i grundskolans tidigare år. Intresse riktas mot även hur lärare argumenterar kring dessa val samt att förstå lärarens val och argument i relation till deras uppfattningar om lärande och undervisning i matematik. Särskilt undersöks motiven i relation till motivationsskapande undervisning. Jag ville ta reda på hur lärare använder läroboken i undervisningen, om lärobok används och om den kompletteras med annat. Med läromedel avses i denna studie det material som syftar till att hjälpa eleven att tillägna sig kunskaper i matematik. Exempel på läromedel som förekommer i studien är lärobok, laborativt material och informations- och kommunikationsteknik (IKT). Studien var genomförd med hjälp av en enkät med öppna frågor som har besvarats av sex lärare och med en telefonintervju. Det resultat som framkommit ur studien är att läroboken dominerar i matematikundervisningen. Resultatet visar även att läromedel valdes oreflekterat av lärarna. För att motivera eleverna att lära sig matematik använder lärarna olika strategier. Flera kontextuella och sociala begränsningar som finns i resultatet var bland annat lärarens bristande kunskaper i IKT och lärares antal år i yrket. Nyckelord: motivation, läromedel, lärares syn, Paul Ernest. / The purpose of this study was to investigate what motives teachers in primary school give for their choices and use of textbooks and teaching materials. The study focusses on how teachers argue around these choices and their choises and arguments in relation to their belifes about teaching and learning mathematics. Of particular interest are arguments related to teacher enhancement of student motivation. I wanted to find out how teachers use the textbook in class, if a textbook is used and if it is supplemented with another theaching materials. The term teaching materials is in this study used to include all materials that aims to help student acquire knowledge in mathematics. Examples of teaching materials that occur in the study are textbooks, hands-on materials and Information and Communication Technologies (ICT). The study was conducted using a questionnaire with open-ended questions that were answered by six teachers, and a telephone interview. That results emerging from the study show that the textbook dominates in mathematics education. The results also show that the teachers often chose textbooks and teaching materials without much reflection. To motivate students to learn mathematics teachers use different strategies. Several contextual and social limitations appear in the results, including the teacher's lack of knowledge of ICT and teacher's number of years in the profession. Keywords: motivation, teaching materials, teachers' views, Paul Ernest.

The aim of this study was to explore preschool-teachers views about children's outdoor physical activities. the purpose of the study was to investigate how preschool-teachers use physical activites in their daily work. Scientific research shows that physical activities are good for the motoric and the cognitive development. Ten different preschool-teachers in three different towns in Sweden were interviewed about how they comrehend outdoor physical activities and how they promote children to be active outdoor. The study is analyzed from four different perspective: space, time, materials and the role of the preschool-teacher in three categories. The study explored what possibilities and obstacles the preschool-teachers could see in their profession. The study concluded that preschool-teachers are positive to physical activities, but need more qualification about how to promote the development of the motoric and cognitive skills. / <p><strong>Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07</strong></p><p><strong> </strong>Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.</p>

Studien syftar till att bidra med kunskap om hur förskollärare i förskolan arbetar för att få vårdnadshavare delaktiga. Vidare undersöks vilka svårigheter och möjligheter som finns i detta. Denna kvalitativa studie har semistrukturerad intervju som metod där tre olika förskollärare är respondenter. Resultatet visar att en positiv relation är ett tillvägagångssätt för att få vårdnadshavare delaktiga. Genom en ömsesidig relation med växelverkan och dialog blir vårdnadshavaren erkänd och får en chans att kommunicera med förskolläraren om sitt barn och verksamheten.

There is a concern that children are deprived of opportunities for responding to challenges and exploring risky situations in outdoor play. Children are not afforded the chance to be challenged by risky, yet safe situations. Exposing children to risky activities is valuable but one should be conscious about children’s safety and therefore find the balance between hazardous situations and healthy risky experiences (Eager & Little, 2011:s.p.). Discouraging risky play has detrimental effects on children’s development which may hinder their functioning in school and later in life. Risky play opportunities are therefore essential to develop children’s confidence, self-esteem, autonomy and independence, as well as their problem solving and risk management skills. Therefore, parents and teachers in this study must empower children to engage in risky play. For caregivers to create opportunities to develop such skills at early learning centres, they must know and be conscious of the advantages of risky play for children’s development. Positive attitudes towards the implementation of risky outdoor play and adequate support are required from parents. Hence, the purpose of this study was to gain knowledge of parents and teachers’ experiences and views about risky outdoor play; what prevents or supports teachers and parents from permitting risky outdoor play; and how the outdoor learning environment provides opportunities for risky play. This study was underpinned by Barbara Rogoff’s sociocultural theory, which lays emphasis on how children cultivate knowledge by interacting with the social environment (Rogoff, 2008). The primary research question that guided this study is: How do parents and teachers experience and view risky outdoor play in early learning centres? This study employed a qualitative approach and is positioned within the interpretivist paradigm. A multiple case study design was utilised and aligned with the researcher’s goal of exploring and describing the views of parents and teachers on risky outdoor play. The study consisted of eight preschool teachers and seven parents from three different early learning centres, who shared their experiences and views of risky play. Data were generated from teachers by means of semi-structured group interviews, observations of teachers and children during outdoor play and document analysis entailing teachers’ daily planning of outdoor activities. Online semi-structured individual interview schedules were utilised to generate data from parents. The findings of the study show that both parents and teachers perceive risky play as imperative for children’s development. Furthermore, the constraints affecting children’s opportunities to participate in risky activities and the concerns thereof were outlined. Finally, the study identifies challenges that parents and teachers experience when implementing risky play, although both parents and teachers support and permit risky outdoor play at the early learning centres, as well as in the home environment. / Dissertation (MEd)--University of Pretoria, 2021. / Early Childhood Education / MEd / Unrestricted

Det står ingenstans i styrdokumenten att skolan ska vara rolig och att det är det undervisningen ska fokusera på. Men det är oftast mer intressant för elever att lära om undervisningen är rolig. Ämnesintegrerat arbete beskrivs i den här kunskapsöversiktens artiklar som ett roligt sätt både att undervisa på och att ta in nya kunskaper. Vidare står det i Läroplanen för grundskolan, förskoleklassen och fritidshemmet (Lgr11) (Skolverket 2011, rev. 2019, s. 8) att ”alla som arbetar i skolan ska organisera och genomföra arbetet så att eleven får möjlighet att arbeta ämnesövergripande.” Kunskapsöversiktens syfte är att undersöka lärares tankar kring ämnesintegrerat arbetssätt. Det här syftet mynnade ut i frågeställningen ”Vad är grundskollärares inställningar till ämnesintegrerat arbete?”. Inställningar syftar till lärarnas åsikter, känslor och attityder till att arbeta ämnesintegrerat. Efter att vi identifierat kunskapsöversiktens syfte kunde vi ta fram nyckelord med hjälp av syftet. Nyckelord nummer ett var ämnesintegrering och vi försökte sedan finna synonymer och begrepp på engelska. Anledningen till att vi ville finna synonymer var för att bredda vår möjlighet till urval av sökresultat. Ämnesintegrering kan benämnas som exempelvis ämnesövergripande vilket det gör i Lgr11 (Skolverket 2011, rev. 2019). Nyckelorden sökte vi på i databaser och de artiklar vi fick fram läste vi titeln på. I de artiklar vars titlar som var relevanta till syftet läste vi sedan abstract. Ansåg vi fortfarande att artikeln besvarade syftet läste vi igenom hela artikel. Resultatet visade att majoriteten av lärarna ansåg att den främsta anledningen till att arbeta ämnesintegrerat är den vinst som det ger eleverna. Eleverna får ett meningsfullt lärande genom att de får ett helhetsperspektiv på området och kan göra vardagsanknytningar till sitt liv utanför skolan. Vi kunde också finna att lärarna hade två olika sätt att se på begreppet ämnesintegrerat arbetsätt. Det ena sättet var att arbeta integrerat med närbesläktade ämnen och det andra vara att integrera två eller flera av skolans ämnen som inte var närbesläktade, som exempelvis matematik och musik.

Yes / Many children are not engaging in sufficient physical activity and there are substantial between-children physical activity inequalities. In addition to their primary role as educators, teachers are often regarded as being well-placed to make vital contributions to inclusive visions of physical activity promotion. With the dramatic increase in popularity of wearable technologies for physical activity promotion in recent years, there is a need to better understand teachers' perspectives about using such devices, and the data they produce, to support physical activity promotion in schools. Method: Semi-structured interviews were conducted with 26 UK-based primary school teachers, exploring their responses to children's physical activity data and their views about using wearable technologies during the school day. Interview discussions were facilitated by an elicitation technique whereby participants were presented with graphs illustrating children's in-school physical activity obtained from secondary wearable technology data. Interview transcripts were thematically analyzed. Results: Most teachers spoke positively about the use of wearable technologies specifically designed for school use, highlighting potential benefits and considerations. Many teachers were able to understand and critically interpret data showing unequal physical activity patterns both within-and between-schools. Being presented with the data prompted teachers to provide explanations about observable patterns, emotional reactions-particularly about inequalities-and express motivations to change the current situations in schools. Conclusion: These findings suggest that primary school teachers in the UK are open to integrating wearable technology for measuring children's physical activity into their practices and can interpret the data produced by such devices. Visual representations of physical activity elicited strong responses and thus could be used when working with teachers as an effective trigger to inform school practices and policies seeking to address in-school physical inactivity and inequalities.

This study has been undertaken using an interpretive methodology in order to examine the socially constructed views of Saudi EFL teachers and their decision-making with regards to the appropriate cultural models for EFL textbooks in Saudi public schools. The study also examines the factors affecting the teachers’ views and how they apply their beliefs in their classrooms. In addition, the study will also examine if the Saudi EFL teachers have any concerns about what they have been through and examined and accordingly investigates how they address their pedagogical decision-making in the classroom. Moreover, this study is interested in looking at EFL teachers as local teachers teaching a global language. In view of the exploratory nature of this study and its context-specificity, the naturalistic orientation of interpretive and social constructivism as an epistemological stance were selected. The research design employed a concurrent mixed methods design using an adapted version of Cresswell (1996). In this study, the participants were Saudi Arabian EFL teachers from one city in Saudi Arabia teaching in all of the three public education levels (primary, intermediate and secondary). The data collected were both qualitative (interviews and open-ended questionnaires) and quantitative (close-ended questionnaires). For the interviews, 14 male and female teachers equally interviewed, whereas for the questionnaires 280 male and female participated. The data collection of both data qualitative and quantitative occurred at the same time during my field journey in 2009 in Saudi Arabia. I used the SPSS descriptive statistics for the analysing the quantitative data and used exploratory content analysis for the qualitative data. The study findings revealed that the Saudi EFL teachers were not satisfied with the cultural content currently promoted in the Textbooks as they inappropriately contradict the local cultural values. Thus, they believe that for a better cultural content, the textbooks should therefore include a mixture of different cultures that do not mismatch with the local. And as they are controlled by some educational and social factors, they are limited to practice what they think is appropriate to apply in the classroom, therefore, their decision-making in this regards to some extent are to be controlled. In addition, the findings of the current study revealed that the Saudi EFL teachers show their openness to other cultures based on their glocal position as local Saudis teaching a global language. The conclusion of the study has some suggestion and implications to improve the cultural content of the EFL textbooks as well as implications for the EFL teachers in general and their practices and decision-making with regards to the textbook. Furthermore, the study proposed a model for the appropriate EFL textbooks for each educational level and can be applied locally in the Saudi context and globally for other similar context around the world.

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.

The purpose of the study was to research what kind of physical activities takes place in pre-school, and teachers views and thoughts of physical activity in combination with aestethic learningprocesses. The study endeavors to show how aesthetic learning processes can be combined with physical activity and be used as a tool to teach other subjects, such as, math, science and aesthetic subjects. I specifically investigate how you can combine a physical activity with a creative process and play to make the learning process fun and developing for the children. The study was made with qualitative interviews with six pre-school teachers from three different communal pre-schools in Karlstad, Sweden. My result shows that the teachers think that physical activity is very important for the children and their health and also their motor and coordination, but that they rarely plan or in some cases never plan a physical activity because their opinion is that the physical activity takes place in the children’s spontaneous play. The result of my study also shows that teachers that have a personal interest in physical activity had more planned physical activities than the teachers that had a little or no personal interest in physical activity. / Jag kommer i min studie undersöka vilka tankar pedagogerna har om fysisk aktivitet i förskolan samt hur pedagogerna resonerar kring fysisk aktivitet i relation till estetiska lärprocesser. Jag undersöker särskilt hur fysisk aktivitet kan vara kopplat till kreativitet och lek, vilken betydelse pedagogernas roll får för att stimulera barnens sinnliga förmågor och hur det på ett kreativt sätt kan ske ett utvecklande och lustfyllt lärande. Anledningen till att jag valt att studera fysisk aktivitet i relation till estetiska lärprocesser är för att jag tror att vi med stor fördel kan använda oss av estetiska lärprocesser som ett verktyg för att lära ut ämnen som vi inte ser som klassiska, estetiska ämnen, till exempel matematik och naturvetenskapliga ämnen, barnen behöver då ledas pedagogiskt. Studien bygger på kvalitativa semistrukturerade intervjuer med sex förskollärare på tre förskolor i Karlstad kommun. I resultatet framkom att pedagogerna anser att fysisk aktivitet är viktigt för att främja hälsan och barnens grovmotorik och koordination, men att det sällan sker planerade och ledda fysiska aktiviteter, den fysiska aktiviteten sker istället i barnens spontana och fria lek.