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The aim of this study is to explore how Catalan primary teachers perceive the integration of the Sustainable Development Goals (SDGs) into the Catalan curriculum, as well as their experiences into teaching about sustainability issues. The study uses a qualitative research design, characterized by semi-structured interviews with twelve Catalan teachers. The teachers were working in primary schools in Catalonia both in public and private schools and in urban and rural areas. Through this approach, the research aims to explore teachers' perceptions, experiences, and challenges related to the integration of the SDGs within the curriculum. The qualitative data revealed both challenges and opportunities when integrating the SDGs in the classroom. The challenges especially concerned the initial and permanent teacher training and the overload that most teachers experience, while the opportunities focused on the great outdoor and environmental tradition that Catalonia has and the small changes in the curriculum, opening the path for a quality education in sustainability. This study complements already conducted research as it focuses on active teachers with experience working in Catalonia. The participants have been working for more than a year and trained in Catalonia, with its very specific context. This thesis provides a significant overview of the current situation of SDGs in the Catalan system, offering valuable insights for educational practitioners, policymakers, and researchers alike.

This qualitative study explores Saudi female teachers' experience of technology use in their practice and life. The aim is to present the voices of these female teachers living in the context of Saudi Arabia, and to document how personal characteristics, society and technology come to influence one another. The field work was done in Saudi Arabia, with female teachers from three public-sector primary schools. The data generation included individual, semi-structured interviews with four Saudi female teachers - one from each of two schools and two from the third school - and focus groups sessions with five to six teachers - one session in each of the three schools. The focus group methodology used Ketso, which is a collaborative mind-mapping tool developed at the University of Manchester. The interview and focus group sessions were audio-recorded, transcribed and then analysed using broad principles of thematic analysis. The data suggests that technology use affected the teachers' classroom practices, communication with others and their professional development. The teachers were active agents in this technology use, including taking responsibility for the technology use in their schools, and improvising solutions and ways of using available resources in their practice. This active role of the teachers seemed to contribute to localised use of technology, enabled the teachers to resist some of their social positions as females and teachers, and occasionally included a determination to create new positions for themselves. Overall, technology use appeared to enhance the Saudi female teachers' sense of agency, and crucially, seemed to enhance their awareness of their lived experience. The above insights might benefit Saudi educational policy makers, other Saudi teachers as a way of sharing experiences and practices, and researchers who are interested in studying the intersection between technology and society. In addition, the study exemplifies the novel use of the Ketso collaborative mind-mapping tool as a tool for qualitative research.

<p>The purpose with this study was to look at teachers`thoughts and experiences of student influences in special schools. The study was based on questions of how the teachers` work with student influence, what kind of assumptions they have,and the teachers`experiences of how it influences the consequences. I choose this subject because I think it is relevant to my education. At the university I aimed my studies to special pedagogy and that is why I feel that special schools is a relevant choice of subject. This study was done with qualitative interviews with three teachers`involved. These three teachers` had their experinces from three different communities, and that was known to me. The purpose of that was too see if I could get different result that I could use in my discussion, but that was not the case. The differences between these three teachers` experiences, influences assumptions, and consequenses were few. All three agreed that the teachers`faith in what the student could and wanted to have influence was an assumption to give them this opportunity. They also talked about communication as an important fact to influence. The teachers`experiences of the consequences can compound that if the student have the experience of influence it will give the student a feeling of responsibility. This responsibility can give the student a deeper knowledge both in a practical and theoretical way.</p>

The purpose with this study was to look at teachers`thoughts and experiences of student influences in special schools. The study was based on questions of how the teachers` work with student influence, what kind of assumptions they have,and the teachers`experiences of how it influences the consequences. I choose this subject because I think it is relevant to my education. At the university I aimed my studies to special pedagogy and that is why I feel that special schools is a relevant choice of subject. This study was done with qualitative interviews with three teachers`involved. These three teachers` had their experinces from three different communities, and that was known to me. The purpose of that was too see if I could get different result that I could use in my discussion, but that was not the case. The differences between these three teachers` experiences, influences assumptions, and consequenses were few. All three agreed that the teachers`faith in what the student could and wanted to have influence was an assumption to give them this opportunity. They also talked about communication as an important fact to influence. The teachers`experiences of the consequences can compound that if the student have the experience of influence it will give the student a feeling of responsibility. This responsibility can give the student a deeper knowledge both in a practical and theoretical way.

The purpose of the studyfocuses onhow teachersatan uppersecondary school, studentsin the autismspectrum,describetheir experiencesof working withmappingtools, Nylander(2012).Inmy research questionsIstarted fromthe teachers’ descriptions of their experiences of mapping procedures, if the outcome ofthe mapping hasinfluenced theteachers'educational work and ifmappingcould contribute tothe visibilityandclarification of the student´s functioning in aschool context. As the study is based on five interviews in which teachers reflect on their experiences from the tool of mapping, the socio-cultural perspective where learning takes place through interaction with the environment became a framework to build from. The method has been interviews based on a qualitative research interview. By using interviews, I was able to capture the diversity of the interviewees’ experiences described from the basis of an interview guide. This process also allowed room for flexibility where the interviewees were given the opportunity to elaborate on their views and ideas. This flexibility added valuable aspects of the teachers' experiences of mapping.   In the analysis ofmy result, I found that mappingwas importantin situations wherethe student'scontextneeded tobe made visible.The teachersexplained that themappingtoolwasan aidin understandinglearning andmoodas well asin detecting recurringpatterns in learning and mood. Based onthis information,teachersoccasionallyandin limitedcontextshave been able toadjust their teaching. Italso emerged that thetool of mappinghad notchanged theteachers'way of educating, butrather been used as a complementtothe learning situation. / Studiens syfte fokuserar på hur pedagoger på en gymnasiesärskola, elever inom autismspektrat, beskriver sina erfarenheter av att arbeta med ett kartläggande verktyg, Nylander (2012). I mina frågeställningar har jag utgått ifrån hur pedagogerna beskriver sina erfarenheter av kartläggningens genomförande, om resultatet av kartläggningen påverkat pedagogernas arbete i undervisningen och om kartläggningen kan bidra till ett synliggörande och tydliggörande av elevens fungerande i dess skolsammanhang.   Då studien bygger på fem intervjuer där pedagoger reflekterar utifrån verktyget kartläggning blev det sociokulturella perspektivet, där lärandet sker i samspel med omgivningen, en grund att utgå ifrån. Metoden har varit intervjuer utifrån en kvalitativ forskningsintervju. Genom att använda intervjuer kunde jag fånga den mångfald som de intervjuade beskrev utifrån en färdig intervjuguide. I denna process gavs även utrymme för flexibilitet där de intervjuade erbjöds möjlighet att utveckla sina synpunkter och idéer. Denna flexibilitet adderade värdefulla aspekter av pedagogernas erfarenheter kring kartläggning.     I analysen av mitt resultat fann jag att kartläggningen hade betydelse i situationer där elevens sammanhang behövde synliggöras. Pedagogerna förklarade att verktyget kartläggning blev ett stöd till förståelse av lärande och mående samt upptäckten av återkommande mönster i dessa. Utifrån denna information har pedagogerna stundtals och i begränsade kontexter kunnat anpassa undervisningen. Här framkom även att verktyget inte hade förändrat pedagogernas sätt att undervisa, utan snarare blivit ett komplement i lärsituationen.

Syftet med denna studie var att undersöka lärares upplevelser av utomhuspedagogikens påverkan på elever i koncentrationssvårigheter och vilka positiva samt negativa effekter de ansåg vara mest framträdande. Studien utgår från det kommunikativa relationsinriktade perspektivet (KoRP) i synen på elevers olikheter. Datainsamlingen skedde genom semistrukturerade kvalitativa intervjuer med fem lärare i grundskolan (f-9) från tre olika skolor i södra Sverige. Studiens resultat visar på en övervägande positiv upplevelse av utomhuspedagogikens effekter på eleverna, där inte enbart koncentrationsförmågan upplevdes öka utan också andra viktiga faktorer. Slutsatsen är att koncentrationsförmågan är en viktig del i de upplevda effekterna men att inkluderingsaspekten upplevdes vara minst lika viktig. Dock kräver utomhuspedagogiken med elever i koncentrationssvårigheter ett konsekvent arbete över längre tid med tydlig planering och struktur. / The aim of this study was to examine how teachers perceived outdoor education could impact pupils in concentrations difficulties and which positive, but also negative effects seemed the most prominent. The study is based on the communicative relationsbased perspective (KoRP) in how pupils differences are viewed. The data was gathered through semi-structured qualitative interviews with five teachers in elementary school from three different schools located in southern Sweden. The result of the study indicates a predominant positive experience of outdoor educations effects on the pupils, where not only the ability to concentrate was  perceived to improve but also other major factors. The conclusion is that the ability to concentrate is an important part of the perceived effects, but that the inclusion side was perceived just as important. Outdoor education for pupils in concentrations difficulties does however require consistent work over a longer period of time with a distinct planning and framework.

Denna studie har till syfte att undersöka hur rektorers och förskollärares kunskap och intresse av fysisk aktivitet kan påverka barns möjligheter att delta i planerade rörelseaktiviteter och utveckla sin grovmotorik i inomhusmiljö. Bakgrunden ger en översikt kring styrdokument och riktlinjer, från litteratur redogörs grundläggande rörelseförmåga och inomhusmiljöns betydelse. Tidigare forskning berättar om fördelen med fysisk träning, hur forskning ser på förskollärarnas kunskaper samt hur den fysiska och pedagogiska inomhusmiljön påverkar. Studien har en kvalitativt skriftlig intervju som metod, där tanken är att undersöka förskollärares och rektorers kunskap och intresse kring fysisk aktivitet och rörelse. Socialkonstruktivismen används som den teoretiska utgångspunkten, att kunskap är socialt uppbyggt och att kunskap förmedlas genom kontakt mellan olika människor. Kunskaper och intresse har en stor betydelse i vad barn får ta del av under sina dagar på förskolan. Resultatet visar att förskollärarna och rektorerna i sin utbildning tagit del av olika moment av fysisk hälsa. Däremot erbjuds inte barn i tillräcklig utsträckning rörelse under dagarna på förskolan. Orsaker till detta är bland annat att miljöerna inomhus inte är anpassade men också på grund av att kollegor har olika syn på vad som är viktigt i verksamheten.

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Bakgrunden: Skolan är en viktig del för eleverna i deras liv och det är viktigt att den möjliggör för eleven att kunna uppnå kraven som ställs på dem. I skolan har lärarna en viktig roll för elevernas lärande. Lärarna beskrivs däremot ha utmaningar att hantera elever med ADHD på grund av bristande kunskap om diagnosen. Lärarna beskrivs även ha svårigheter i att finna strategier och anpassningar för att stödja eleverna att uppnå kraven. Arbetsterapeuter beskrivs enligt tidigare forskning ha kunskap i anpassningar för att möjliggöra för eleverna att kunna utföra aktiviteter i skolan. Genom ett samarbete mellan professionerna kan lärarna få stöd i sina utmaningar att hantera eleverna i skolan. Syftet: Syftet med studien var att beskriva lärares erfarenheter av utmaningar i arbetet med elever med diagnosen ADHD. Metoden: Studien antog en kvalitativ ansats där datainsamlingsmetoden skedde genom intervjuer där det arbetsterapeutiska bedömningsinstrumentet BAS användes som grund till frågeguiden. Datamaterialet analyserades genom en kvalitativ innehållsanalys. Resultatet: Analysen av data resulterade i fyra kategorier: Fysisk miljö; Anpassningar i skolmiljön; Social miljö; Lärares kunskap och behov av samarbete. Intervjuerna visade att det finns olika varianter av utmaningar inom den fysiska och sociala miljön, där lärarna gör olika anpassningar och tillämpar olika strategier för att möta utmaningarna. Lärarnas erfarenheter visade även att det finns utmaningar kring att hantera eleven och dess svårigheter, vilket påverkar undervisningen negativt. Slutsats: Slutsatsen av studien visar att lärarna upplever utmaningar i sitt arbete med elever med ADHD där de uttrycker ett behov av mer stöd och kunskap för att kunna hantera eleverna. De områden som lärarna främst upplever utmanande är anpassningar i skolmiljön och den fysiska miljön som finns inom arbetsterapeutens område. / Background: The school is an important part for the students in their lives and it is important that it enables the student to be able to achieve the demands placed on them. In school, teachers have an important role in students' learning. The teachers however, are described as having challenges dealing with students with ADHD due to a lack of knowledge about the diagnosis. The teachers are also described as having difficulties in finding strategies and adaptations to support the students to achieve the requirements. Occupational therapists are described, according to previous research, as having knowledge of adaptations to enable students to be able to perform activities at school. Through a collaboration between the professions, the teachers can receive support in their challenges of managing the students at school. Aim: The aim of the study was to describe teachers ́ experiences of challenges in working with students diagnosed with ADHD. Method: The study assumed a qualitative approach where the data collection method occurs through interviews, where the occupational therapy assessment tool BAS is used as the basis for the question guide. The data material was analyzed by qualitative content analysis. Results: The analysis of the data resulted in four categories: Physical environment; Adaptations in school environment; Social environment; Teachers knowledge and need for collaboration. The result showed that there are different variants of challenges within the physical and social environment, where the teachers make different adaptations and apply different strategies to meet the challenges. The teachers' experiences also showed that there are challenges in dealing with the student and their difficulties, which affects the teaching negatively. Conclusion: The conclusion of the study shows that the teachers experience challenges in their work with students with ADHD where they express a need for more support and knowledge to be able to manage the students. The areas that the teachers mainly find challenging are adaptations in the school environment and the physical environment that is within the occupational therapist's field.