This thesis is an analysis of Endre Nemes’ art and how he was received in Sweden. It will also cover his eight years as an art teacher at Valand art school. The timespan has been limited to his first eighteen years in Sweden. The thesis uses mainly Pierre Bourdieu’s The Rules of Art as a theoretical approach. Nemes was from Central European and a modern painter, he was regarded as cubist, surrealist and in the last years of the period as abstract. The first part concentrates on how his art evolved during the eighteen years and how the art critics described him. Especially four artworks have been analyzed. Context analysis is used to examine art criticism in Swedish newspapers from eight exhibitions. One result from the analysis is that during the years 1940 up until 1955 Nemes is regarded as avantgarde, a forerunner in Sweden and tended to shock the audience with his art. Even if he was very productive and had solo exhibitions, he mostly sold to other artists and early adopters. In the last years, especially after he left his job as a teacher, and became more abstract, he was just one of several artists and cannot any longer be regarded as avantgarde. The second part of the thesis covers Nemes as teacher at Valand art school in Gothenburg. Nemes was a precursor in modern art teaching. The period at Valand is interesting as it influenced both Swedish and Nemes own art. The thesis investigates what method he used as a teacher, how he was appreciated as a teacher both by his art students and by art critics in Swedish newspapers. The thesis also analyzes how Nemes impacted the student’s future way of painting. The result is that he had an impact on some of the students, but not on others. Most impact did he have on a group of students that was close to him, while other did not fully appreciate his teaching. Nemes’ method was to leave the students and their individual development as much freedom as possible, while still being strict on teaching different techniques and the importance of a careful composition. Another result was that all studied students used this knowledge in their future as independent artists.

Syftet med studien är att undersöka idrottslärares arbete med undervisningsmetoder som möjliggör en skola för alla. Samt att undersöka eventuella kompetenser eller kunskaper som idrottslärarna upplevs sakna inom möjliggörande metoder för ämnet idrott och hälsa. Vi använde oss av en kvalitativ metod i form av semistrukturerade intervjuer för att undersöka ett fenomen. Sex intervjuer genomfördes med idrottslärare som undervisar i olika årskurser, från förskoleklass till gymnasiet samt särskola i hela landet. Alla idrottslärare har en lärarlegitimation och har varierad grad av fortbildning.    Resultatet visar att idrottslärarna har höga ambitioner till att anpassa och inkludera för alla elever i idrottsundervisningen. De som framkommer är att idrottslärarna upplever ha begränsat med tid för det inkluderande arbetet samt önskar de ett bredare kollegialt samarbete. De uppmärksammas även att idrottslärarnas habitus inte varit tillräcklig utmanande under lärarutbildningen för att kunna variera undervisningsmetoder. Man kan urskilja ett antal pedagogiska undervisningsmetoder i deras berättelser, däremot lyfts inga ämnesspecifika undervisningsmetoder. I ett framgångsrikt kollegialt lärande sker ett utbyte av erfarenheter mellan idrottslärare men även mellan specialpedagoger och speciallärare samt handledare. Då det inte är lika beforskat om möjliggörande tillvägagångssätt som främjar alla elevers delaktighet i ämnet idrott och hälsa behövs vidare forskning kring konkreta ämnesspecifika undervisningsmetoder. Samt vidare forskning angående vikten av kollegialt lärande för yrkesprofessions utveckling. / The purpose of this study is to examine PE- teachers’ work with teaching methods that enable a school for all. And to investigate any eventual skills or knowledge that PE-teachers are perceived to lack when it comes to enabling methods regarding physical education. We used a qualitative method in the form of semi-structured interviews to investigate a phenomenon. Six interviews were conducted with PE-teachers in different grades, from preschool classes to high school and special need schools throughout the country. All PE-teachers have a teacher ID and have a varied degree of in-service training.   Results show that PE-teachers have high ambitions to adapt and include all students in PE. What emerges is that the PE-teachers feel that they have limited time for the inclusive work and that they want a broader collegial collaboration. It is also noted that the PE-teachers’ habitus has not been sufficiently challenged during teacher training to be able to vary teaching methods. One can distinguish a number of pedagogical teaching methods in their stories; however, no subject-specific teaching methods are highlighted. In successful collegial learning is there an exchange of experiences between PE-teachers but also between special educators or special teachers and supervisors. As there is less research on enabling approaches that promote all students’ participations in PE, further research is needed on concrete subject-specific teaching methods. As well as further research regarding the importance of collegial learning for professional development.

Thesis (Ph. D. Education (Science Education)) -- University of Limpopo, 2021 / The development of learners’ entrepreneurial skills in Agricultural Sciences remains as one of the crucial aspects in the midst of the high unemployment rate in South Africa. Development of these skills depends on the capacity of teachers’ instructional decisions. These skills play a significant role in the agricultural sector as this sector experiences changes in the production and marketing of agricultural products. These significant changes demand relevant skills, such as negotiation skills, critical thinking skills and creativity skills, in order to support these changes and also for school leavers to remain relevant in the 21st century. Therefore, it is against this background that the study sought to investigate teachers’ instructional decisions on the development of learners’ entrepreneurial skills in an Agricultural Sciences classroom. The social reconstructionism theory was used as a framework to guide how teaching and learning should be structured in order to develop agricultural entrepreneurial skills. The study was submersed in the exploratory mixed method approach. Purposive and systematic sampling were used to select 4 teachers and 100 Grade 12 Agricultural Sciences learners from 4 local secondary schools in the Sekhukhune District of Limpopo, from whom the data were collected through the use of observational inventory and questionnaires. Interpretative analysis and a multinomial logistic regression model were used to analyse the collected data. The study found that Agricultural Sciences lessons were dominated by traditional methods for both teaching and assessment because teaching is geared towards passing control tests and examinations rather than towards the development of skills. Furthermore, a lack of professional knowledge was also visible, where lessons were not properly planned and the teachers’ inability to relate the lesson to reality was evident. It was also observed from the results of the multinomial logistic regression that other factors that influence the development of agricultural entrepreneurial skills include, among others, the type of questions asked, the learning environment and the number of practical lessons. The study further found that 68% of learners prefers to learn through interact methods other than the traditional methods. The results further indicated that learners have positive attitudes towards learning agricultural entrepreneurship and they also use iii some this knowledge in their daily activities. Therefore, as a result of this study, the researcher recommends that the Department of Basic Education, in conjunction with institutions of higher learning, provide regular workshops or training opportunities for Agricultural Sciences teachers so that they become relevant practitioners of developing learners’ agricultural entrepreneurial skills. The workshops should focus mainly on planning a lesson for a vocational subject like Agricultural Sciences, and emphasis should be placed on the type of resources relevant to the teaching of Agricultural Sciences.

Att kunna skriva har en stor betydelse i dagens samhälle. Elever i skrivsvårigheter kan påverkas negativt i olika sammanhang i livet. I klassrummet har läraren ett ansvar att se till att dessa elever utvecklar en god skrivförmåga. Syftet med studien är att undersöka vad svensk och internationell forskning visat de senaste 10 åren när det gäller lärares didaktiska kompetens på området skrivutveckling hos elever i skrivsvårigheter i lågstadiet. Studiens frågeställningar handlar om att undersöka vilka kunskaper och kompetenser läraren behöver ha för att gynna skrivutvecklingen hos elever i skrivsvårigheter. Det lyfts även fram vilka undervisningsmetoder som understödjer skrivutvecklingen hos elever i skrivsvårigheter. De huvudbegrepp som behandlas i studien är: skrivsvårigheter, skrivutveckling, undervisningsmetoder och didaktisk kompetens. Metoden som valts till studien är en systematisk litteraturstudie där tre vetenskapliga avhandlingar och sex artiklar ligger till grund för min undersökning. Materialets resultat visar att lärarens skrivkunskaper har en stor betydelse för att gynna elevers skrivutveckling i skrivsvårigheter samt att läraren använder sig av varierande arbetsmetoder. Några framgångsrika undervisningsmetoder som presenteras i resultatet är stöttning och olika typer av skriftspråksaktiviteter.

Drawing on theories about and previous research on second language (L2) motivation and   students with special needs, the present study adopts a content analysis approach to examine how L2 English teachers, in Swedish secondary schools, motivate students within Autism Spectrum Disorder (ASD) to develop their English language. This topic was investigated by interviewing three teachers at different schools with experience of working with ASD students. A semi-structured interview format was used. The findings revealed that the teachers used many different methods in order to motivate their students. They deliberately planned for their students to feel included in the plan for their respective education in English and often connected assignments to individual students’ interests. Further, they praised their students’ positive qualities and tried to work so that the students saw that there was a ‘profit’ from completing each assignment. Furthermore, the investigation revealed that different study materials could be useful for students within ASD. One of the teachers had received advice from The National Agency for Special Needs Education and Schools to apply to the teaching of students in special needs education; she found the suggested advice complex.

The thesis entitled "Didactic forms in health education" is divided into two parts. Theoretical and research. The first part - theoretical is devoted to basic terminology and the naming of froms and methods of teaching. The work touches on the history of health education. The second part is research specifically on what forms and methods of teaching are used by teachers in lessons and how specifically the subject is taught in terms of time at the second grade of primary schools. Last but not least, it focuses on the closer characterisation of teachers teaching the subject and their educational attainment and length of experience. KEYWORDS Didactic forms, health education, organizational forms, teaching methods

The purpose of this study was to inquire into the ways in which participation in physical science professional development impacts science teachers' professional learning and ultimately their practice over time. This study strove to provide a greater understanding of teachers' processes as they engage in professional learning and make changes in their practice long after the requirements of the professional development have been met. The six respondents that participated in the inquiry were physical science educators who were teaching in four different high schools in Central California. The guiding research question was stated as: How does participation in physical science professional development impact teachers' professional learning and ultimately their practice? Three sub-questions were also explored: In what ways does physical science professional development impact teachers' pedagogical content knowledge over time? In what ways does physical science professional development impact teachers' curriculum decision-making processes over time? In what ways does physical science professional development support a teacher's professional learning over time? Collective case study methodology was used in order to acquire multiple perspectives on the processes of teachers' professional learning and how professional development experiences have impacted this process. From four cross-case analyses of interviews, classroom observations, and documents, six themes emerged elucidating the process of professional learning. The process of professional learning is "driven" by a constant desire to learn resulting in the participation in professional development experiences where bits-n-pieces of curriculum are incorporated into the teachers' practice supported by relationships and reflection. The pressure to conform to education policy tempers the entire process of professional learning. Lastly, the process of professional learning has produced teachers as leaders. Each aspect of the process of professional learning has been impacted by the respondents' participation in professional development. By engaging in the iterative process of professional learning described here, respondents are transforming their professional development experiences in order to learn from and about their practice over extended periods of time. As professional learners, the respondents act as change agents in their own practice, schools and learning communities. Based on the results, implications for practice and recommendations for further inquiry are also presented.

Syftet med studien är att utifrån några utvalda lärares perspektiv undersöka vilka arbetssätt som används i den tidiga läsundervisningen i förskoleklass och årskurs 1 samt hur samarbetet mellan dessa två årskurser ser ut. Kvalitativa intervjuer genomfördes med åtta lärare som arbetar eller har arbetat i förskoleklass och/eller årskurs 1. Resultatet visar att den läsundervisning som sker i förskoleklass och årskurs 1 liknar varandra innehållsmässigt och delvis även kring val av arbetssätt. Skillnaden mellan läsundervisningen i förskoleklass och årskurs 1 är främst att förskoleklassen tydligare belyser lekens roll i undervisningen. Resultatet visar även att det inte finns något tydligt samarbete kring undervisningen. Däremot finns ett samarbete i form av överlämningsmöten vid övergången mellan årskurserna där elevernas kunskaper diskuteras för att lärarna i årskurs 1 ska kunna planera en undervisning utifrån elevens proximala utvecklingszon. / The purpose of this study is to investigate which teaching methods are used in the early reading education in preschool class and first grade and how the teachers experience the collaboration between these two grades. Qualitative interviews were conducted with eight teachers who work, or have worked, in preschool class and/or year 1. The result from the study shows that the reading education that takes place in preschool class and first grade has similar content and is also partly similar in terms of choice of working methods. The main difference between reading instructions in preschool class in contrast to first grade is that the preschool class teachers more clearly highlight the role of play in teaching. The results also show that there is no evident collaboration around how to organize the reading education. On the other hand, there is a collaboration in the form of handover meetings during transitioning from preschool class to first grade. In these meetings students' knowledge is discussed so that the teachers in year 1 can plan a reading education based on the student's proximal development zone.

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This study explored the relationship between the dramatic and the educational theories developed by Bertolt Brecht and selected twentieth-century theories of pedagogy. A survey of Brecht's life and works revealed that although the stimulus-response theories of the associationist psychologists were inappropriate to Brecht's concepts, the three principal aspects of Gestaltism—perception, insight, and life space, as formulated by Max Wertheimer, Kurt Koffka, Wolfgang Kohler, and Kurt Lewin—seemed profoundly related to Brecht's concern with man's ability to perceive and to learn about his environment. Brecht strove to create perceptual images of historical environments. The characters, who represented various ideologies and philosophies in situations which stimulated insightful learning, struggled with life spaces that accurately resembled life outside the theatre. Thus, Brecht utilized elements of the theories of perception, insight, and life space in his dramas as he strove to force his audiences to perceive the characters' environments, to grasp the significance and relationships between the characters' environments and their own social milieu, and to recognize those influences in one's life space which attract or repel the individual. The study also suggested that Brecht's works might be amenable to empirical study.