Målet med mitt arbete är att ta reda på vilka undervisningsmetoder som presenteras av forskare och lärare i litteraturen och sedan jämföra resultatet med lärares egna erfarenheter. Jag har fokuserat på litteraturundervisningen på högstadiet. Jag har använt böcker skrivna av bland annat Gerd och Gerhard Arfwedson, Ulla Lundqvist, Göran Ejenby & Gunilla Molloy, Olga Dysthe och Aidan Chambers. Jag genomförde sedan en enkätundersökning bland svensklärare på högstadiet för att få reda på hur de verkligen arbetar och vilka metoder de eventuellt använder sig av. Resultatet visade att de flesta av lärarna själva inte anser att de har någon specifik undervisningsmetod, men när jag läser deras svar kan jag tydligt se att de arbetssätt de beskriver är just delar av de metoder jag skrivit om. Alla lärare är dock överens om att förbättringar behövs i skolan för att arbetet ska kunna effektiviseras för eleverna och i vissa fall anser lärarna att byte av undervisningsmetod är en del av den förbättringen.

Thesis (MEd)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: Secondary school teachers are faced daily with many challenges when supporting learners with diverse needs. These challenges can influence their ability to perform their role of supporting such learners in the classroom. Even though learning support in the secondary school is a complex multi-level phenomenon, teachers are expected to ensure that all the learners reach their full potential. The aim of this study was to explore and describe secondary school teachers’ experiences of supporting learners with diverse needs in challenging circumstances. Bronfenbrenner’s bio-ecological model framed the research enquiry. Proximal processes and their related concepts were used as tools to explore and describe the teachers’ approach to learning support in a secondary school. Since this study was an exploration of a phenomenon qualitative research methods were applied. The research methods added rich information using various techniques. These included an activity in which the teachers reflected on their experiences, individual semi-structured interviews, a focus group interview, research questions and narrative discussions with participants. The data collected was analysed using the method of constant comparison. Findings from the analysed data revealed the teachers’ concerns and the challenges they faced in their classrooms while supporting their learners. Although they described these challenges and adverse circumstances as barriers, they nevertheless appeared as caring, confident professionals who had both the potential and the desire to advance their own development and to carry out effective learning support. Against this background, the teachers’ own needs, whether emotional, social, cognitive or developmental, were vital to their ability to support effective learning in the classroom. / AFRIKAANSE OPSOMMING: Hoërskool onderwysers is daagliks betrokke by leerders met diverse behoeftes en die uitdagings wat daarmee gepaard gaan. Hierdie uitdagings het ʼn daadwerklike uitwerking op ʼn onderwyser se talle rolle tydens ondersteuning van leer by leerders. Alhoewel leerondersteuning in die hoërskool as kompleks, ongewoon en met verskeie fasette ervaar word, word daar van onderwysers verwag om alle leerders te ondersteun. Die doel met hierdie studie was om onderwysers se ervarings van leerondersteuning van die diverse leerbehoefte in uitdagende kontekse te ondersoek. Hierdie ervaring sluit in hoe ervare onderwysers in uitdagende omstandighede kinders ondersteun in die klaskamer. Bronfenbrenner se bio-ekologiese teorie verleen die raamwerk vir die studie. Gevolglik is verwante proksimale prosesse en konsepte gebruik sodat onderwysers se ervarings van leerondersteuning verstaan kan word. Aangesien hierdie studie ʼn verkennende ondersoek was, is kwalitatiewe navorsingsmetodes gebruik. Die navorsingsmetodes het verseker dat waardevolle inligting ingewin word deur die gebruik van tegnieke soos: ʼn refleksie-aktiwiteit, individuele onderhoude, ʼn fokusgroeponderhoud, ʼn oopvraelys en narratiewe bespreking van deelnemers. Die konstante vergelykende metode is gebruik om die data te ontleed. Bevindinge van die geanaliseerde data het die onderwysers se bekommernisse en uitdagings, rakende hul ervarings tydens ondersteuning, aan die lig gebring. Alhoewel die onderwysers hul uitdagings en moeilike omstandighede as hindernisse tydens ondersteuning van leer ervaar, gee hulle om, voel selfversekerd en tree professioneel op. Hulle toon die potensiaal en hunkering na eie ontwikkeling, ten einde effektiewe leerondersteuning te kan bied. Dit is teen hierdie agtergrond duidelik dat onderwysers die belangrikste ondersteuners in die klaskamer is. Daarom is die onderwysers se emosionele, sosiale, kognitiewe en self-ontwikkeling van die uiterste belang vir leerders se effektiewe leerervarings.

The aim of this study is to analyze the experiences of preschool teachers’ on dance activities in preschool settings. My main focus lies in understanding how big and which kind of role dance has in different preschools. I used three questions to get answers regarding my idea:What experience does preschool teachers have regarding dance in preschool?What knowledge does preschool teachers have regarding dance in preschool?What knowledge does the preschool teachers have about dance as a tool for learning? As a method I used a qualitative interviews’ with four preschool teachers’. I have recorded and transcribed the interviews’ and analyzed the result with a hermeneutics approach. The theoretical frame of the study is founded on a theory based on a phenomenological and a hermeneutic phenomenological perception and a socio-cultural theory of learning. In my search for previous research about dance in preschool I found out that there is little research on the matter so with this study I would like to highlight the importance of using dance as a method of development and learning. The result shows that preschool teachers’ interpret the curriculum in different ways and it affects how they work with dance in their preschool activities. Dance is mentioned in the curriculum, as one of several ways of expression, but it is not clear how they should be interpreted. Preschool curriculum talks about what the children are expected to develop and learn, but it does not appear in what way or methods to be used to achieve this. Another conclusion of the result shows that the preschool teachers’ who of which were interviewed mentions how dance is used in preschool depends on the preschool teachers’ knowledge and interest in dance.  The result also shows that the preschool teachers’ I have interviewed had a lot of knowledge concerning dance as a tool for learning, but still dance has a small space in preschool.

Background: Traditional mathematics teaching involves a form of education that is based on educational materials where pupils’ skills are trained through individual silent work. It is currently the kind of teaching that is currently used most in Swedish schools. Reality-based mathematics means that the teacher implements real situations that occurs in everyday life / reality in mathematics teaching. It aims to clarify the relationship between mathematics as practiced in school and practiced outside school. This study is based on Jean Piagets cognitive constructivism and Lundgrens (1972) and Stensmos (2008) frame factor theory. That proposes that humans must construct and build their knowledge through experience and which factors that have an affect on the tuition. Aim: The aim of this study is to look into the teachers' experiences of reality-based mathematics. To answer this following questions were prepared:  What is reality-based mathematics and when is it used?   How do different factors affect the possibility to conduct reality-based mathematics?    What are the advantages and disadvantages concerning a reality-based mathematics?   Methods: The study is qualitative in nature, where semi-structured interviews and observation were chosen as the research method. Results: The analysis shows that teachers mainly have positive experiences into reality based teaching, with elements of negative experiences. Four themes emerged from the results: Varied teachings, the relevance of mathematics, lack of time and relationships and results. Conclusion: The interviewed teachers mainly have positive perceptions of reality based mathematics, but they do not have enough time to plan it as required. For that reason they claim that the time is the primary factor that limits their teachings. The school system has a responsibility to reduce teachers' workload so that they can focus on teaching.

Syftet med studien är att undersöka hur förskollärare arbetar med barn med autism i förskolan och hur de bidrar till inkluderingen av dessa barn. Studien baseras på kvalitativa intervjuer med fem förskollärare, där öppna frågor ställdes för att få fram förskollärarnas erfarenheter och kunskaper. Resultatet visar att förskollärarna ansåg att det var viktigt att barn med autism inkluderades i verksamheten och att förskollärarna var positiva till inkludering även fast de förstod att arbetet ibland kan vara svårt och prövande och att de måste ha tålamod och vara flexibla. En bra, öppen och tät kontakt med hemmet var till en fördel i arbetet med barn med autism, så väl som bildschema och sociala berättelser. En annan viktig punkt som respondenterna nämnde som var till en fördel i arbetet med inkluderingen av barn med autism var tillgången av en resurs eller extra personal. Denna resurs gynnande inte endast inkluderingen av barn med autism utan var till en fördel för barnet överlag i den dagliga verksamheten.

This study examines preschool teachers` experiences of working with multilingualism. Through the study I want to find out about what experiences preschool teachers have about working with multilingualism and what has changed during their working life. The study also examines which methods are used most to support the children`s native language and how educators experience work with multilingualism. The data gathering has been carried out using a qualitative method that is semi structured interviews. Six licensed preschool teachers were interviewed. Data has been analyzed using phenomenography. The results show that the work with multilingualism places demands on the educators but is seen with a positive attitude. The result also shows that the educators´ view of working with multilingualism is of importance for the children and their educational development. If the educator lacks will and commitment to work with multilingualism it will affect the education for the children. The children will then not receive the support they need to improve and develop. It is also important that the principals emphasize that multilingualism is included in the preschool`s activities. It also appears in the results that educators` knowledge plays a role in the work with multilingualism and that educators need to know about the child`s background to be able to support the children in their language development. The results show that the most used method support in the work with multilingualism are digital tools and specific learning app Polyglutt. / Denna studie undersöker förskollärares erfarenheter av arbete med flerspråkighet. Genom studien vill jag ta reda på vilka erfarenheter förskollärarna har kring arbetet med flerspråkighet och vad som har förändrats under deras arbetsliv. Studien undersöker även vilka metoder som används mest för att stödja barnens modersmål och hur pedagoger upplever arbetet med flerspråkighet. Datainsamlingen har genomförts med kvalitativ metod som är semistrukturerade intervjuer. Det intervjuades sex legitimerade förskollärare. Data har analyserats med hjälp av fenomenografi. Resultatet visar att arbetet med flerspråkighet ställer krav på pedagogerna men ses med en positiv inställning. Resultatet visar även att pedagogernas syn på att arbeta med flerspråkighet har stor betydelse för barnen och deras pedagogiska utveckling. Om pedagogerna saknar vilja och engagemang till att arbeta med flerspråkighet kommer det att påverka barnens utbildning. Barnen får då inte de stöd de behöver för att förbättra sig och utvecklas. Det är även viktigt att rektorerna lägger vikt på att flerspråkighet inkluderas i förskolans verksamhet. Det framkommer även i resultatet att pedagogers kunskaper spelar roll i arbetet med flerspråkighet och att pedagoger behöver veta om barnets bakgrund för att kunna stödja barnen i deras språkutveckling. Resultatet visar att den mest använda metoden som stöd i arbetet med flerspråkighet är digitala verktyg och specifikt lärandeappen Polyglutt.

Reading aloud can be viewed as an effective teaching strategy that allows pupils to improvetheir English language skills while also increasing their enthusiasm for learning and assistingthem in constructing their own reading paths. The purpose of this study is to investigateteachers' perceptions and experiences of reading aloud in English, as well as their opinions onthe effects that reading aloud has on pupils' language development. In this qualitative study,five English teachers who work in grades 1-3 in primary school participated. The interviewedteachers came from three different Swedish schools where the socioeconomic backgroundsvaried. The data was collected by conducting semi-structured interviews. This study'sfindings show that teachers had a favorable experience regarding the effects of reading aloudin the communicative classroom and believe it is beneficial to pupils' language development.However, the data revealed that reading aloud is only beneficial to pupils' languagedevelopment if they are given additional opportunities to participate in text-baseddiscussions. Furthermore, our study shows that engaging pupils in text-based discussionsincreased their interest in reading English literature independently. In this way, reading aloudallows pupils to express their thoughts and experiences, resulting in increased commitmentand motivation to learn. Outlining a well-designed plan for reading aloud that includesdiscussions was also shown to be beneficial for pupils' language development.

The equality between sexes in the classroom. A qualitative study of teacher’s ability to work with equality between sexesin their classroom. This essay looks at how teachers reflect over their own knowledge about equality betweenthe sexes and how that impacts the work they do in the classroom. It’s a qualitative studythat uses interviews as the method of gathering information. To analyze the results this essay combines two theories; the socio-cultural perspective that explains how children acquirenew knowledge and the gender contract theory from Yvonne Hirdman that explains how gender roles gets reproduced in society. The result shows that there is a significant difference between teachers depending on what subject they teach. The teachers that teachsocial science has the best knowledge of equality between sexes. The result furthermore shows that the education that is offered to the teachers is too theoretic which makes it hardfor them to transform the information into something they can use in the classroom.Therefore, the teachers wanted to change the education they are offered. Instead of the theoretical education they wanted a more practical education. This would help them use theinformation inside the classrooms.

This study investigates teachers experiences with block scheduling at a school in Umeå and its impact on their work as teachers. The results show that the teachers are positive about the changes that come along with block scheduling but that its merits are also dependable on how it affects the students. Block scheduling at Midgårdsskolan was implemented in 2020 and therefore needs more time before a conclusive evaluation can be made. However the teachers press that this is a preferred way of working compared to the ordinary system in Swedish schools.

A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018 / The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implementation of democracy itself. Considerable work has been done internationally with regards to the practicality of full-service schooling; however, a limited expanse locally. The objectives of the study were: (i) To determine the nature of experiences of primary school teachers in full service schools; and (ii) To establish if there is any relationship between the teachers’ experiences in full service primary schools and the variables of interest: gender, age, qualification, race and teaching experience. In order to address the study questions, a mixed method research design was employed. A sample of 63 teachers in Full Service Schools (FSSs) in Umlazi district was purposefully selected based on experience and expertise. For data collection, self-developed questionnaires comprising a demographic information section and a Likert-type inventory were used. Statistical Package for Social Sciences (SPSS) accounted for statistical and descriptive analysis; and Thematic Analysis for qualitative analysis. The findings of this study revealed that a greater number of teachers had positive experiences within FSSs in Umlazi district. However, disabling conditions that prevent teachers to be completely convinced of Inclusive Education (IE) were found to be: Lack of support from the Department of Education (DoE), teachers’ perceived incompetency when dealing with impaired children, insufficient resources, maltreatment of disabled children by their non-disabled peers, lack of parental support, large class sizes and shortage of staff. With regards to the variables of interest in relation to the experiences of teachers in FSSs, it was discovered that: male teachers expressed more positive experiences than their female counterparts; it appeared that the higher the qualification, the more teachers felt confident about teaching in FSSs; more Indian teachers reported having favorable experience than black African teachers; and teachers with more years of teaching experience indicated optimism towards teaching in FSSs than teachers with less teaching experience. Recommendations from the current study suggest that teacher pre-service training be tailored in accordance with the requirements of teaching in a FSS. Workshops and conferences should be conducted to provide teachers with recent updated teaching material that will allow them to stay relevant with the IE curriculum. Furthermore, psycho-education around the maltreatment of disabled children should be provided to schools and communities in an attempt to bring awareness about disability and advocacy against the exclusion and the ill-treatment of the disabled. Again, psycho-education should be provided to families to bring awareness regarding the importance of the caregiver’s active role in the academic and personal life of a child. This would entail the process of providing education and information to families of children that attend FSSs. These recommendations would bridge a gap in the challenges that are experienced in FSSs.