Craft education has been regarded as an important instrument in the efforts to achieve equality which, ever since the end of World War II, have permeated the reforms of Swedish education. In spite of all efforts to the contrary, class- and sex-typed educational programmes are still reconstructed within the reformed education. This study examines the role of craft teacher training in the social and cultural reproduction. Socialization into a profession is a continuous process throughout a person's life. The time spent in craft teacher training is regarded as a meeting between future craft teachers in the light of their life stories and the school subject craft as it is transmitted by teacher trainers. Thus, the data collection includes information on both the future teachers and on the school subject craft. Two groups, one of females and one of males (including one woman), were followed through their teacher training with the help of questionnaires, essays and evaluation documents written by the future teachers. The school subject craft was studied through classroom observations and through taped interviews with teacher trainers. Although these trainee teachers, as fully qualified craft teachers, will have to co­operate within the same subject, and although they will have the same qualifications and equal pay, these educations have different admission rules. Textile craft teachers also have a longer education than wood&metalwork teachers. Besides belonging to different sexes, these two groups turned out to be very different in other respects as well. The future female craft teachers in this study have a middle-class background with well- educated mothers and they also have positive experiences of school. In their future occupation they wish to develop the art of textile craft. The future male craft teachers in this study have a working-class background where studies were something out of the ordinary and they also have negative experiences of school. In their future occupation they want to work together with children within a practical subject. The gender and class patterns developed during the trainee teachers' childhood and adolescence are reinforced by these teacher trainings. Moreover, the trainee teachers seem to reconstruct these patterns in their teaching styles in their future occupations. Both groups want to transmit "preparedness for everyday life" and "creative ability" to the pupils. However, deeper analyses reveal that this agreement is only illusory. The females expect the pupils to be moulded into docile, economical and quality-conscious persons. The males expect the pupils to be moulded into active, ingenious and dexterous persons. Both groups agree that it is easier for girls to become docile, careful and aware of the teacher's demands and that it is easier for boys to become active and ingenious in compulsory school. The gender symbolism -the passive woman and the active man - is reconstructed. Besides uncovering the complex reconstruction of the gender system at the sym­bolic, structural and individual level, this study also illuminates the reconstruction of the asymmetric relations between theoretical and practical activities within craft teacher training. The study ends with a discussion of how teacher training can contribute to the work for equality by educating the trainee teachers to act as spearheads for an equal society. / digitalisering@umu

Teaching styles manifest the preferences in kind of teaching of professors, which involve certain teaching conceptions (Heimlich & Norland, 2002). Identification of teaching styles is the starting point to reflect on teaching practices and consistency between the theoretical and the practical way of teaching. The aim of this study is to identify the predominant teaching styles in professors who work in different higher level careers related with natural science and to analyze them in relation to career guidance. The results show the need of thinking about the characteristics of teachers training and about the importance of the integrationbetween disciplinary and pedagogical aspects. / Los estilos de enseñanza manifiestan las preferencias en los modos de enseñar de los docentes, las cuales suponen determinadas concepciones de enseñanza (Heimlich & Norland, 2002). La identificación de los estilos de enseñanza es el punto de partida para reflexionar acerca de las prácticas de enseñanza y la coherencia entre la concepción teórica y el modo concreto de enseñar. El objetivo del presente trabajo es identificar los estilos de enseñanza predominantes en docentes de distintas carrera de nivel superior vinculadas con las ciencias naturales, y analizarlas en relación con la orientación de la carrera. Los resultados obtenidos evidencian la necesidad de reflexionar acerca de las características de la formación docente y sobre la importancia de la integración entre la formación disciplinar y la pedagógica. / Os estilos de ensino manifestam as preferências nos modos de ensinar dos docentes, as quais supõem determinadas concepções do ensino (Heimlich & Norland, 2002). A identificação dos estilos de ensino é o ponto de partida para reflexionar a respeito das práticas de ensino e a coerência entre a concepção teórica e o modo concreto de ensinar. O objectivo do presente trabalho é identificar os estilos de ensino predominantes em docentes de diferentes carreira de nível superior vinculadas com as ciências naturais, e analisá-las em relação à orientação da carreira. Os resultados obtidos evidencian a necessidade de reflexionar a respeito das características da formação docente e sobre a importância da integração entre aformação disciplinar e a pedagógica.

The aim of my diploma thesis was to find out how teachers lead their pupils to self - assessment and how this effort relates to the type of their teaching style. The individual teaching styles, their suitability for pupils self-esteem, the particularities of individual development periods and the pupils self-evaluation in these developmental periods are characterized in the theoretical part. The practical part contains a case study, which describes the teaching styles of ten elementary school teachers and their influence on pupils' self-assessment. For the research task I used the data processing via observation and interviewing methods. Another method used in my research is the action teacher research, which helped me to find out my own teaching style and the level of self-esteem students are able to achieve in the 5th grade. The results of the research point to the influence of teacher's teaching style on self-assessment of pupils. Teachers focusing on the facilitating or liberal teaching style really lead pupils to the ability of self- assessment. Fifth-grade pupils who have not been lead to self-assessement since the first grade are not able to self-assess on the level of upper secondary school age.

Teaching is a central role of counselor educators. However, teaching in counselor education lacks guiding standards or best practice recommendations. Existing scholarly dialogue predominantly features the perspectives of educators and addresses content knowledge, techniques, activities, and assignments for courses across the curriculum with relatively less emphasis on foundations of teaching. The purpose of this study was to develop greater understanding of counselor educator dispositions, orientations, and behaviors that students perceive as important to their learning. Q methodology was utilized to gather and distill counselor education students’ (N = 48) preferences for characteristics identified via focus groups and a comprehensive literature review. Factor analysis revealed four distinct factors, upon which 45 participants’ sorts loaded and which accounted for 41% of total variance. The findings of this study support the importance of the person of the counselor educator in the teaching and learning process in addition to behavioral characteristics. Moreover, these findings support the use of student learning style assessments and customization of course facilitation to fit students’ unique preferences and values.

Comment les professeurs d’anglais enseignent-ils la culture ? Quels types de culture et quelles compétences culturelles ciblent-ils ? Quels sont les objectifs, les buts éducatifs, les méthodes et les stratégies mobilisées pour servir cet enseignement ? Cette thèse compréhensive de type écologique s’intéresse prioritairement aux observables liés aux enseignants ainsi qu’aux interprétations de la situation par les professeurs et par leurs élèves (Altet, 2003). Dans ce cadre, des éléments de contexteont été définis, un certain nombre de concepts et de théories ont été précisées pour permettre d’appréhender le concept de culture selon des perspectives multiples. Il s’agit de parvenir à une compréhension plus aboutie des processus à l’œuvre, selon le paradigme de complexité (Morin, 1990). Une enquête empirique permet d’étudier les conceptions et les pratiques des professeurs d’anglais en matière d’enseignement de la culture. Cette enquête comprend un questionnaire, des observations de cours encadrées par des entretiens conduits auprès des professeurs dont les cours ont été filmés. Les pré-entretiens sont semi-directifs ; les post-entretiens relèvent de la méthodologie de l’auto-confrontation simple. Des interviews d’élèves ayant participé à ces cours ont également été réalisées. Les résultats obtenus attestent qu’un genre professionnel s’est constitué chez ces professeurs d’anglais lorsqu’ils enseignent la culture. Derrière ces genres, une grande variété de styles personnels émerge. / How do English teachers teach culture? Which types of culture and cultural competencies do they target? What are the objectives, the educative goals, the methods and the strategies used to teach culture? This doctoral thesis is comprehensive with an ecological approach. It mainly focuses on observables related to the teachers, their interpretations of the situation under study and their students’ interpretations (Altet, 2003). In this perspective contextual elements have been defined and several concepts and theories have been investigated so as to study the concept of culture from several angles. The aim of this research is to develop a deeper understanding of the processes at work, to be grasped within the paradigm of complexity (1990, Morin). The conceptions and the teaching practices developed by English teachers to teach culture have been studied thanks to an empirical inquiry. This enquiry consists of a questionnaire and of a series of interviews made before the teachers’ lessons were filmed and after they were filmed. The pre-interviews were semi-directive and the post-interviews were simple self-confrontation interviews. Students who took part in the lessons that were filmed were also interviewed. The results show that these English teachers have developed a professional genre when teaching culture. Along with this shared teaching genre a wide range of personal teaching styles have emerged.

L'agir professoral fait l'objet de recherches approfondies en didactiques des langues et des cultures. Si la multimodalité est considérée comme un élément définitoire de cette notion, peu d'études se sont penchées en détail sur la compréhension de cet aspect de l'action enseignante.Notre travail, mené dans une approche ethnographique, vise à analyser la pratique multimodale de deux enseignantes. Chacune intervient dans deux contextes pédagogiques : en cours de français langue première (FL1) et auprès de collégiens allophones apprenant le français langue seconde (FLS). Cela nous offre l'occasion d'étudier l'effet du contexte d'enseignement sur les actions professorales, en particulier celles mises en œuvre dans la construction de normes scolaires (linguistique et interactionnelle). Ce travail vise également à analyser le style professoral de ces enseignantes pour mettre au jour les invariants pédagogiques, d'un contexte à l'autre, dans la gestion de ces normes.Cette recherche s'appuie essentiellement sur l'observation et l'analyse de deux types de corpus : des films de classe, transcrits et annotés à l'aide du logiciel ELAN, et trois différents formats de corpus vidéoscopiques (autoscopie, hétéroscopie et autohétéroscopie).Les procédés de normalisation linguistique et interactionnelle sont appréhendés en croisant une analyse quantitative des productions verbales et gestuelles et une analyse qualitative, qui emprunte des outils à la linguistique énonciative, à l'analyse des discours et à l'analyse conversationnelle, ou encore à la microsociologie. / A considerable body of research has shown interest to teacher action. Though the nonverbal dimension of these actions is acknowledged, few studies have considered it thoroughly in their analysis. Hence, following an ethnographic approach, our work analyzes the verbal and nonverbal actions of two secondary school teachers. Each one teaches both French as an L1 to native speakers and French as a schooling language to non native speakers. This work attempts to assess the effect of the teaching contexts on the teachers' actions, and more specifically on the way they co-Construct school norms (language and interaction norms). It also aims at highlighting the normalizing process invariants from one teaching context to the next.This work relies on the observation and analysis of two types of corpora: video recorded class interaction, transcribed with ELAN, and three different types of videoed confrontations: the teacher's self-Confrontation, students' observation and comments of videoed interactions of their class, and the teacher's confrontation of her students' videoed reflections.We analyzed the norm construction strategies using both a quantitative and a qualitative approach of the verbal and nonverbal productions. We borrowed tools from various fields: enunciative linguistics, discourse analysis, conversation analysis, and micro-Sociology.

The goal of this thesis is to describe teaching styles of two secondary mathematics teachers with very different approaches. One of them represents traditional frontal instruction and one prefers students to be more actively involved in the learning process. Their styles are compared based on their teaching a concrete mathematical topic, namely plane analytic geometry of lines. Examined teaching styles (frontal instruction and so-called realistic education) and selected research with a similar focus are described in the theoretical part of the thesis. The research consisted of observations in lessons of both teachers and a final test for their students. The acquired data has been analyzed by qualitative and quantitative methods. The teacher representing traditional frontal instruction emphasizes practising and explaining the new topic. Problems are solved by herself or one chosen student on the blackboard. Questions, which she is asking, require mainly short answers and are focused on reproduction of the previously learnt knowledge. During the lessons of the teacher who is the creator and also an exponent of the so-called realistic education, students are solving problems independently. New topics are discussed collectively, the teacher often asks questions focused on the application of previous knowledge,...

Imitation was one of the five teaching methods passed down from the Greeks and was, from antiquity down to the nineteenth century, highly respected among scholars and educators. However, imitation has lost status as a viable pedagogy, and especially perhaps in the field of composition studies.

The thesis examines the personality of an introverted teacher at elementary school. In the theoretical part, it shows the profession of teacher through the professional competences and activities of which the profession of teacher consists. Following is a brief overview of personality theories, which aims towards a deeper understanding of the personality of man and a closer understanding of the concepts of introversion and extraversion. It also addresses the strengths and weaknesses of introversion and lists four types of introverted perception of the world. The empirical part examines how the introverted type express itself in the role of teacher and what are his strengths and weaknesses. Both men and women currently working as teachers at elementary school were approached for the research. An online personality questionnaire was used to identify the personality type of individual respondents. Method of in-depth interview was chosen for the data collection itself. Only respondents with an introverted personality type were selected for in-depth interviews. The results of the research brought a deeper understanding of the personality of the introverted teacher. It describes the specific needs, which are important for an introverted person of a teacher in relation to the performance of his work....

In a time of emergency measures due to the coronavirus pandemic, teachers have been forced to transition into distance education without prior experience and training, thus facing a significant professional challenge. Every teacher has dealt with this change differently and was given the opportunity to reflect their own teaching approach. The main aim of this thesis is to describe how distance education has transformed the approach of various types of teachers to the individual needs of students, in other words, to individualized teaching. In the theoretical part, selected approaches to the typology of teachers and their teaching styles will be described, using available professional publications. The importance of individualization as one of the key principles of current education will be justified. The ways in which a primary school teacher can respond to the individual needs of pupils in teaching will be summarized. The characteristic features of distance education, its advantages and limits will be described. In the practical part of the thesis, teacher's approaches to individualization in in- person and distance education will be mapped through qualitative research, in the form of a questionnaire and in-depth interviews. Key words individualization, distance education, primary school teacher,...