Syfte Syftet med denna studie är att undersöka hur lärare inom idrott och hälsa förhåller sig till sina elevers kulturella och religiösa bakgrunder vid planeringen av lektionsupplägg och innehåll. Studien kommer även att undersöka lärares erfarenheter av detta och hur de anpassar undervisningen samt sätter betyg om en elev inte kan delta på något moment på grund av kulturella eller religiösa skäl.   Hur ser lärares erfarenhet ut av att planera och utföra undervisningen utifrån elevers kulturella och religiösa mångfald?   Hur går lärare tillväga med betygsättning för elever som inte deltar i alla moment på grund av kulturella och religiösa skäl?   Metod För att undersöka detta ämne har studien använt sig av semi strukturerade intervjuer för att samla in data. Urvalet för studien var fem lärare inom idrott och hälsa, lärarna som intervjuades har flertal års erfarenhet att undervisar för elever med varierande kulturella och religiösa bakgrunder. Det teoretiska ramverket för denna studien var en kombination av Aaron Antonovskys KASAM teori och den hermeneutiska spiralen.   Resultat & Slutsats Resultat från intervjuerna visade att de intervjuade lärarna hade en generell positiv upplevelse att undervisa för alla sina elever. Dock har lärarna stött på problem att få med alla deras elever i undervisning. Detta har då resulterat i att lärarna har fått gjort vissa anpassningar i deras undervisning som har antingen resulterat i att majoriteten av eleverna klara av kursen idrott och hälsa i årskurs 9. Trots anpassningarna så väljer elever att inte delta på undervisningen vilket resulterar i att några får betyget F. / Aim The Aim of this study is to explore several teachers’ experience of having multicultural and varied religious backgrounds amongst their students, also what kind of implications culture and religion has on the subject of Sport and health education.    How do teachers experience educating students with a plethora of different religious and cultural backgrounds?   How do teachers manage grading certain students who have missed several parts of the physical education due to religious and cultural things?   Method To explore this subject, the method of semi-structured interviews was chosen for data collection. Five different interviews were held with teachers who actively taught the subject Sport and health education. All of the teachers who were interviewed had several years of experience educating students with varied cultural and religious backgrounds. The theoretical framework of this study involves a combination of two theoretical approaches, KASAM and the hermeneutic spiral.   Results and conclusions Results from the interviews show that the interviewed teachers had a general positive experience educating students with varied cultural and religious backgrounds. However, the teachers had encountered several issues with students that could not attend regular lessons due to the schedule content of dance and swim school. The interviewed teachers had found several approaches to handling the occasional issues. However, the teachers still had students who did not attend swim school or the moment dance. This resulted in several students receiving the grade F in the subject Sport and health education at the end of their 9th year of elementary school. The current state of studies in the subject of how culture and religion affect the teachers approach and grading is lacking.

The policy and mission of the Swedish upper secondary school highlight the importance of developing students’ learning. Formative assessment is commonly used for this purpose. However, a prerequisite for formative assessment is a consensus between the student and the teacher. As a result, there are challenges regarding students enrolled into the introductory programmes due to these students’ lack of motivation. The aim of this study is to examine English teachers’ experiences of formative assessment in the Swedish introductory programmes IMS and IMA. The study took a qualitative approach and was conducted by semi-structured interviews with 5 teachers. The results show that the experience differs among the teachers, but all participants recognize the benefits of formative assessment for making the students’ learning process visible. Moreover, the effects of formative assessment are particularly evident when the students receive feedback during the writing process. However, a prominent challenge regards when students lack motivation to take an active part in their own learning process. The results of this study are of importance because teachers continue to teach unmotivated students in a formative manner despite the limited effects and students’ expressed need of a more summative assessment.

The purpose of this study is to investigate the experiences and attitudes of preschool teachers towards work with dance as a learning process. The questions asked to answer the purpose were: How do active preschool teachers work with dance as a learning process in preschool? According to active preschool teachers, what is the purpose of working with dance as a learning process in preschool? What factors or reasons do active preschool teachers believe are behind the choices that are made regarding the work with dance as a learning process in preschool? The ambition is that the survey will contribute with knowledge and understanding of the role of dance in preschools today and that it will provide inspiration for the development of dance in the activities. To collect material for the study, a semi-structured interview was used where all participants could answer the same basic questions, but depending on the answers given, the follow-up questions could be different. The questions were formulated in a way that generated the preschool teachers' own thoughts and experiences about the area to be made visible. In summary shows that dance has a small role in preschool activities in relation to other aesthetic subjects. If there is work with dance, it usually takes place spontaneously on the children's initiative and wishes. The results also show that preschool teachers primarily see dance as a means of creating joy and community as well as an opportunity to promote children's self-confidence, motor skills, coordination, and body awareness. / Syftet med studien är att undersöka och synliggöra verksamma förskollärares erfarenheter och förhållningssätt till att arbeta med dans som lärprocess i förskolan. De frågeställningar som ställdes för att svara på syftet var: Hur arbetar verksamma förskollärare med dans som lärprocess i förskolan? Vad anses vara syftet med att arbeta med dans som lärprocess i förskolan, enligt verksamma förskollärare? Vilka faktorer eller orsaker anser verksamma förskollärare ligger bakom de val som görs vad gäller arbetet med dans som lärprocess i förskolan? Ambitionen är att undersökningen ska bidra med kunskap och förståelse för vilken roll dansen har i förskolan idag samt att den ska ge inspiration till utveckling av dans i verksamheterna. För att samla in material till studien användes semistrukturerade intervjuer där samtliga deltagare fick svara på samma grundfrågor, men beroende på de svar som gavs kunde följdfrågorna bli annorlunda. Frågorna var formulerade på ett sätt som genererade till att förskollärarnas egna tankar och erfarenheter kring området skulle synliggöras. Sammanfattningsvis visar studien på att dansen har en liten roll i förskolans verksamhet i relation till andra estetiska ämnen. Förekommer arbete med dans så sker det oftast spontant på barnens initiativ och önskemål. Resultaten visar även att förskollärarna främst ser dansen som ett medel för att skapa glädje och gemenskap samt en möjlighet att främja barnens självförtroende, motorik, koordination och kroppsmedvetenhet.

Digitalization through the use of Information and Communication Technologies is a phenomenon which has a great influence on our way of living. Organizations and society at large are not left behind. With the ubiquitous nature of technological devices, the need for digital competency in the constantly changing and advancing digital landscape is of utmost importance. In 2020, people’s lives and everyday activities were altered on a global scale, due to the outbreak of a viral disease named COVID-19, which resulted in a worldwide pandemic. Educators were suddenly faced with teaching challenges, due to the need for adoption of electronic learning tools and technologies for delivery of learning activities. Transitioning from traditional face-to-face teaching to distance learning was seamless for teachers who were digitally competent. However, the same transition for those with little or no digital competence and experience, resulted in great challenges in the delivery of academic activities through electronic learning platforms.The educational system however is still recuperating from the COVID-19 induced online method of teaching. The digital competence of teachers and their perceived experience during the transitioning phase has therefore become of great importance to study in qualitative research within an interpretive case study. As a result, this research work aims to compare responses of teachers who serve at two secondary schools in Greece and Sweden, both of which are located in the European Union. By answering two research questions, this study follows an inductive approach, using educational technology affordance framework. This provides insight into effective delivery of online learning in the education sector. The methodological approach of this research follows data collection through semi-structured interviews, addressed to teachers and validated through IT personnel who work in the selected schools; and the use of additional data collection through documents available online, which are related to the context of study. The data collected were examined using thematic analysis, followed by a general discussion, answers to research questions, and analysis about the theoretical framework. The findings of this research work reveal that there are interrelationships between teachers’ experience with online learning and their digital competencies, and these interrelationships play a major role in determining the successful implementation of digital technologies in academic activities. This is because, despite the challenges faced by teachers during the transitioning phase from traditional teaching method to online delivery, teachers with significantly higher levels of digital competence managed the new digital procedures easily. On the contrary, those with little or no digital competence level found the new procedure a difficult task. Thereby resulting in professional stress during this transition. Hence, the successful implementation of digital technologies into the educational work procedures is highly dependent on the digital skills levels of the teachers who will implement these technologies, as well as suitable and user-friendly platforms.This research work is descriptive, and it contributes to the knowledge as it concerns the need for digital competence among teachers. It provides further clarification on what school management, education specialists and software developers are doing with respect to improving the digital competence level of teachers. In addition to this, the study provides insights on what education policy makers can do to support teachers’ readiness towards digital skill acquisition. This is seen as a necessity to achieve optimum results for a successful future delivery of online education.

The role and meaning of play for children’s learning and development has been clear in preschool teacher’s education. The purpose of this study is to contribute knowledge on the experience of preschool teachers on how play can promote children’s learning and development. The study makes use of the qualitative method wherein five pre-school teachers were interviewed.  The results from this study showing that based on their experiences, the preschool teachers have seen and described play as a safe place to develop social interactions. The preschool teachers show how play is actively used in the preschool for learning and development to promote the children's learning and development, which contributes linguistically, empathically, motoric ally and not least promotes their independence. The results showed that they use play as a tool in planned play and activities with didactic questions for learning based on interesting topics for children and for children's developmental needs. It is important that preschool teachers understand the difference between free play and planned play and how these contribute to children's learning and development. The preschool teachers make it clear based on their experience that they have an important task to challenge children in everyday activities in a fun way. Furthermore, the results show that the pre-school teacher's presence and active listening are important in children's play / I hela förskollärarutbildningen har lekens betydelse för barns lärande ochutveckling varit tydlig. Syftet med studien är att bidra med kunskaper omförskollärares erfarenheter av hur leken kan främja barns lärande ochutveckling. Studien bygger på en kvalitativ metod där fem förskolelärare harintervjuats. Denna studie har vart intressant och lärorik i relation till syftet ochfrågeställningarna.Resultat från denna studie visar att förskollärarna utifrån sina erfarenheter harsett och beskrivs leken som en trygg plats att utveckla sociala samspel.Förskollärna visar hur lek använder aktiv i förskolan till lärande ochutveckling för att främjar barnens lärande och utveckling, som bidrar språkligt,empatiskt, motoriskt och inte minst främja deras självständighet. I resultatethar framkommit att de använder lek som verktyg i planerad lek och aktivitetermed didaktiska frågor för lärande utifrån intressanta ämnen för barn och förbarns behov av utveckling. Det är viktigt att förskollärare förstår skillnadenmellan fri lek och planerad lek och hur dessa bidrar till barns lärande ochutveckling. Förskollärarna tydliggör utifrån deras erfarenhet att de har enviktig uppgift att utmana barn i vardagliga aktiviteter på ett lustfyllt sätt. Vidareframkommer i resultatet att förskollärares närvarande och lyssnar in aktiv ärviktigt i barns lek

This study investigated the relationships between diverse variables and secondary school pupils' Mathematics achievement. It also dealt with the relative contribution of each variable to Mathematics achievement and the significance of differences in Mathematics achievements when pupils' gender and home background as well as teachers' experience, gender, education, in-service education, homework assignment and testing frequency are taken into account. A questionnaire was administered on 163 standard 8 pupils. I The most important findings of this study were: {1) There was a significant relationship between pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept, contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote tests often (more than once per term) achieved significantly less than students who wrote tests less often / Psychology of Education / M. Ed. (Psychology of Education)

This study investigated the relationships between diverse variables and secondary school pupils' Mathematics achievement. It also dealt with the relative contribution of each variable to Mathematics achievement and the significance of differences in Mathematics achievements when pupils' gender and home background as well as teachers' experience, gender, education, in-service education, homework assignment and testing frequency are taken into account. A questionnaire was administered on 163 standard 8 pupils. I The most important findings of this study were: {1) There was a significant relationship between pupil variables and Mathematics achievement. (2) Pupil variables, particularly self-concept, contributed significantly towards the variance in Mathematics achievement. (3) Pupils who wrote tests often (more than once per term) achieved significantly less than students who wrote tests less often / Psychology of Education / M. Ed. (Psychology of Education)

In this qualitative case-study, EFL teachers’ experience and views regarding homogeneous and heterogeneous ability groups are investigated. Four EFL teachers working in the Introduction program in upper secondary school were interviewed through semi-structured questions. The interviews were held individually and conducted by the researcher. The questions focused on a teacher perspective as well as a student perspective and the teachers were also asked whether they preferred any of the two ability groups and possible reasons for this. The answers were quite similar and the teachers mentioned some common factors, such as time and efficiency, assignments, lectures, student interaction and learning progression. It was clear that the teachers found homogeneous ability groups easier to manage and this was also the group that three of them preferred working with. Additional reasons for this choice was the experience that this type of group was more beneficial for students and the teachers also felt more successful in their roles as teachers. Although one teacher mostly agreed with the others she was more in favour of heterogeneous ability groups, or a mix of both groups, because it allowed students to develop in their own pace and from their individual preferences and she also experienced more satisfaction in finding the right structure and strategies for each student. / I den här kvalitativa fallstudien undersöks engelsklärares erfarenheter och perspektiv angående homogena och heterogena nivågrupper. Fyra engelsklärare som arbetar på introduktionsprogrammen inom gymnasieskolan intervjuades genom semistrukturerade frågor. Intervjuerna genomfördes individuellt och av forskaren. Frågorna fokuserade på ett lärarperspektiv likväl som ett elevperspektiv och lärarna fick också svara på frågan om de föredrog någon av de två nivågrupperingarna och ange möjliga orsaker till detta. Svaren var någorlunda lika och samtliga lärare lyfte några gemensamma nämnare så som tid och effektivitet, uppgifter, genomgångar, elevinteraktion samt inlärningsprogression. Det var tydligt att lärarna ansåg det enklare att hantera homogena nivågrupper och det var även den typ av grupp som tre av dem föredrog att arbeta med. Ytterligare orsaker till detta var upplevelsen att denna typ av grupp var mer gynnsam för elever och lärarna kände sig även mer framgångsrika i rollen som lärare. Även om en lärare ofta höll med övriga så föredrog hon heterogena nivågrupper, alternativt en blandning av båda grupper, då detta lät elever utvecklas i sin egen takt och utifrån sina individuella förutsättningar. Hon upplevde också mer tillfredsställelse av att hitta rätt struktur och strategier för varje elev.

The use of Information and Communication Technology (ICT) in teaching and learning is of significant importance to a country’s development and the social growth of individuals. As a result, ICT usage is gaining momentum in world schooling systems. Cognisant of the benefits of ICTs in teaching and learning, South African schools have introduced ICTs in schools and teachers are compelled to adopt and integrate technology to improve their pedagogic activities. The purpose of this research was to explore South African teachers’ experience in using ICT in the schooling system. This study was underpinned by the Network Society theoretical framework that endorses the use of ICTs in teaching and learning environments. The research method used in the study followed a qualitative interpretative approach and data collection methods included a literature study, non-participant observation and semi-structured interviews with a purposefully selected sample of teachers and school principals and analysis of documents on ICTs in teaching and learning. Findings indicated that ICT integration in teaching and learning is endorsed by teachers and principals who understand the benefits of ICT in enabling better methodological strategies, greater collaboration among teachers, improved access to the required information and the ability to cater for learners with different potential and learning styles. However, a number of factors that hinder the successful ICT integration in urban schools were identified as inadequate ICT infrastructure, teachers’ lack of ICT skills and low level of ICT proficiency, inadequate training, negative attitudes and poor teacher confidence. Other factors included lack of ICT leadership, funds and technical support. These findings indicated poor implementation of policy and a lack of connection between theory and practice. It was concluded that all education stakeholders, including parents, should work together in securing an ICT infrastructure that will accommodate all learners. It was recommended that more regular workshops which focus on the development of ICT skills in accordance with the proficiency levels required to effect successful integration of ICTs by teachers, be conducted. Moreover, principals should attend training workshops to learn about their responsibilities as ICT leaders at school. Technological pedagogical and content knowledge (PACK) together with CRAR3FS2 principles could provide a crucial framework for training South African teachers to overcome their ICT skill challenges. The ultimate goal of this study is to analyse factors that both hinder and enable the integration of ICTs into teaching practice in South Africa and to contribute to the body of literature on ICT integration in South African urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)