Syftet med studien är att identifiera framgångsfaktorer, samt att påvisa hinder för att uppnå en fungerande elevhälsoorganisation, samt att visa hur Elevhälsans olika yrkeskompetenser bidrar till ett framgångsrikt elevhälsoarbete på en skola. Studien har genomförts med hjälp av kvalitativa djupintervjuer av Elevhälsans personal i åk 6-9 på en skola i en mellansvensk kommun, som enligt Skolverket anses ha en väl fungerande Elevhälsa. Resultaten grundar sig även på samtal med annan personal på skolan, samt på observationer i olika klassrum. Data från intervjuer, samtal och observationer har analyserats utifrån aktivitetsteorin, där fokus ligger på beskrivning av Elevhälsans olika yrkeskategoriers mål, handlingar och operationer. Undersökningen visar hur Elevhälsans olika yrkeskompetensers individuella arbete, samt samarbete sinsemellan bidrar till en fungerande elevhälsoorganisation. Elevhälsans arbete med eleverna kretsar kring hälsofrämjande arbete och arbete för att eleverna ska nå kunskapskraven. Detta bygger på värdegrundsarbete där det satsats mycket kraft på relationsbyggande och gott bemötande mellan elever, samt mellan personal och elever på skolan. Det finns dessutom en tydlig ledning och struktur i organisationen där rutiner och ansvarsfördelning är väl kända och accepterade av personalen. Det förebyggande arbetet bland personal och elever är betydelsefullt. Beslutsprocessen är snabb och dokumentationen upplevs som betydelsefull och användbar i praktiken. Det utgår stöd till elever i svårigheter utifrån deras individuella behov där lärarna visar att de tror på elevens förmåga att lyckas. Arbetet har sin grund i att det råder en positiv stämning bland både personal och elever, där det förebyggande arbetet för att stärka elevernas självkänsla och självtillit är betydelsefullt.   De hinder eller svårigheter som kan finnas för utvecklingsarbetet med Elevhälsan är att det inte finns något facit på hur verksamheten ska organiseras, varje skola måste hitta sin egen modell utifrån sina förutsättningar. Brist på tid, långdragen beslutsprocess och komplicerad dokumentation av elevärenden kan vara andra hinder. En otydlig ledningsorganisation kring Elevhälsans arbete utgör dessutom hinder för att utveckla en fungerande Elevhälsa. / The aim of this study is to find factors for success, and indicated impediments to achieving a well-functioning organization for students’ health. The study was carried out with qualitative in-depth interviews with the staff of the Students’ Health Organization for grade 6-9 at a school in the middle of Sweden, which according to the Swedish National School Board (Skolverket) is considered to have a well-functioning organization for student’s health. The results are also based on conversations held with other staff members of the school and observations made in different classrooms. Data from the interviews, conversations and observations have been analyzed based on the activity theory, focusing on descriptions of the goals, actions and operations of the different professions of the Students’ Health Organization. The study shows how the work of the different professions of the Students’ Health Organization, as well as the cooperation among the different professions, contributes to a well-functioning organization for students’ health. The work of the Students’ Health Organization revolves around promoting the health of the students’ and to establish prerequisites for the students to reach the knowledge requirements. This work is based on values and ethics where much effort is put into the relationship-building and good interactions among students and students and staff. There is also a distinct leadership and a structure of the school organization where routines and distribution of responsibility is well known and accepted by all staff. The preventive work among staff and students is important. The decision procedure is quick and the documentation is experienced as significant, important and useful in everyday work. Support is given to student in need, based on their individual needs and it is shown that there is belief in the students’ abilities to succeed. The work has its foundation in a positive attitude among both staff and students, where the preventive work; to enhance the students’ self-esteem is of great importance. The impediments or difficulties that can be found for the development of a functioning students’ health organization is that there is no key or straight answer to how the work should be organized; each school has to create its own model based on its own conditions. Lack of time, protracted decision procedures and complicated documentation of students needs, abilities and how to work with them are other impediments. An indistinct leadership of the students’ health organization and their work is also an impediment to the development of a functioning students’ health organization itself.

Syftet med studien är att få fördjupad insikt i hur sångpedagoger arbetar med musikteori i enskild sångundervisning på gymnasiet. I bakgrundskapitlet presenteras de rådande betygskriterierna inom ämnet Instrument eller sång I samt tidigare forskning och litteratur som har anknytning till studiens syfte.   Jag har använt mig av kvalitativa intervjuer och har sedan analyserat materialet ur ett sociokulturellt perspektiv. Samtliga informanter har utbildning från musikhögskola och arbetar vid gymnasieskolans estetiska program. De beskriver sin syn på musikteori ur ett sångperspektiv, berättar hur de arbetar med musikteori i sin undervisning samt ger exempel på hur eleverna kan motiveras till lärande. Resultatet visar att alla informanter anser att musikteori och notläsningsförmåga är viktigt för elevernas musikaliska helhetsbild. Eleverna själva har dock svårt att förstå nyttan av musikteorin eftersom det är lättare för dem att lära sig genom att lyssna på inspelningar via internet. De har också svårt att få en översiktlig helhet över musik och musikteori. / The purpose of this study is to gain deeper insight into how vocal teachers incorporate music theory during individual lessons in upper secondary school. The background chapter presents the grading criteria for Instrument eller sång I, in addition to previous literature related to this purpose.   I have used qualitative interviews and analysed the data from a sociocultural perspective. All of the informants have a higher musical education and work at the designed aesthetical programme at various upper secondary schools. They describe their view of music theory from a vocalist’s perspective and also explain how they incorporate music theory when teaching. The result indicates that the informants consider music theory and the ability to read music as being very important for the student’s general comprehension of music. The students though, have difficulties understanding the advantage of music theory skills since it is easier for them to learn by listening to recordings on the Internet.

The purpose of this study was to explore students' and teachers' experiences of the new pedagogical teaching tool, interactive whiteboard, which have gained increased popularity and wide spread usage in the classrooms. An observation during a mathematical lecture was conducted as a pilot study prior to the main research method of phenomenology; based on students’ self-descriptions and interviews with two teachers, this methodological approach was used to investigate the subject matter. The interpretation, comparison and analysis of the results surrounding this new teaching method is explained by two theories, constructivism and socio-cultural perspective. The information shared by the students and teachers have been broken down into four categories: enjoyment & interest, practical, insight and no different. Students felt that enjoying and interesting lectures strengthened their knowledge, a statement also confirmed by the teachers. The data also showed that the interactive whiteboard, highly favored among students, has a positive effect on the learning outcomes, however, it seem to be limited to the pedagogical practices adopted by the teachers.

The purpose with this study is to inquire how a number of active preschool teachers use music in their daily work with children. It also looks at the meaning they think music can have to the whole group of children, especially in terms of solidarity and interaction in the group. In order to study this I chose to use questionnaires as the method. These questionnaires consisted of open questions to enable longer answers from de participants in an effort to hear their thoughts and get their point of view. The result of this study shows that all of the participants seem to have good experiences from musical activities with the preschool children. They all state that they think music has a significant meaning for solidarity and interaction in the children´s group. Many of the participants also seem to connect music with other subjects, such as development of language, communication, movement and feelings. To understand the data gathered from the study I used the theory of developmental psychology and also the sociocultural perspective. / Syftet med denna studie är att undersöka hur verksamma pedagoger använder sig av musik i förskolans verksamhet samt hur de ser på musikens betydelse för barns sociala gemenskap och barngruppens sammanhållning. För att undersöka detta valde jag att använda mig av enkäter som metod. Jag valde att använda mig av öppna frågor i enkäten för att göra det möjligt för de deltagande att lämna längre svar och på så vis lättare få fram deras egna erfarenheter och åsikter. Resultatet av min studie visar att alla de deltagande i studien verkar ha positiva erfarenheter av musikanvändning i förskolan. Samtliga av pedagogerna uppger i sina svar att de anser att musik har betydelse för barngruppens sociala sammanhållning. Många kopplar även samman musik med andra områden som exempelvis språkutveckling, kommunikation, rörelse och känslor. De teorier jag utgår från i den här undersökningen är sociokulturellt perspektiv samt utvecklingspsykologi.

This study deals with pedagogical documentation. With a revised preschool curriculum,where this is a crucial aid for illustrating the learning process of children and educators, aswell as demonstrating the activities of the school, it is of the utmost relevance to further explorethis notion. The study focuses on a single municipality and explores the various ways inwhich its preschools do in reality deal with this issue in correlation with the actual visions andgoals set by that municipality. Through a series of qualitative interviews with educators aswell as with the municipality Head of Education, this study outlines how educational documentationis in fact applied in the schools in question. The gathered data has been interpretedwith a power perspective as well as with a sociocultural perspective in mind. The municipalityin question has gone to great lengths to educate all its preschool staff in pedagogical documentationin accordance with the methods of Reggio Emilia. As it turns out, the definition ofthe concept varies between schools. Furthermore, this study illustrates both flaws and benefits of this aid.

The purpose of this study is to find out what the educators idea of educational documentations in ratio to childrens inclusion and impact in pre-school are, together with the child's own perception of the concepts of documentation. We proceeded from the following issues: What are the significance of educational work according to the teachers? What is the teachers idea of a childs impact and inclusion in educational documentation? In what way do the children have influence over, and inclusion in educational documentation? What are the childrens feelings of the documentations? In order to find answers to our questions, we used qualitative examinations consisting of seven educators and seven children from various pre-schools in Stockholm, and thereby, we have analyzed our results. As our theoretical frame, we used ourselves of Vygotskijs and Säljö's sociocultural perspective that is about "progress and learning", which is achieved by interaction and cooperation in a social context. The result shows that the aim of educational documentation is to reveal the childs development and learning, and also to involve the parents by putting up documents on the wall. It is important for children to both participate and influence both the documentation and other sections of the school where it affects the children, but this is sometimes hard to fulfill in all situations. The educators realises that to make the children participate, they simply have to rely on the child group and their interest. They also have given activities that everyone should follow. The lack of time is an obstacle for all educators, but what they all have in common is that having the participation and weight of the child would benefit the childs growth.

Informations- och kommunikationstekniken (IKT) är en viktig del av vår vardag, då tekniken på olika sätt förenklar och effektiviserar vårt dagliga agerande på arbetet och i hemmet. Genom att interagera med tekniken kan vi kommunicera med andra människor, på en mängd olika sätt genom en mängd olika medier. Förskolan ska på ett lustfyllt och varierande sätt spegla samhällets utbredning av de digitala verktygen och lärplattan har blivit allt mer vanligt förekommande i förskoleverksamheten. Lärplattan har många egenskaper och möjligheter, exempelvis kan det möjliggöra tillfällen av språklig interaktion med olika samtalspartner, medier och genrer, vilket kan utveckla barns kommunikativa kompetenser. Syftet med denna uppsats är att undersöka förutsättningarna för och användandet av lärplattan som ett digitalt verktyg i barnets litteracitetsutveckling på förskolan. Studien baseras på en mindre enkätundersökning riktad till förskolechefer samt intervjuer med tre pedagoger som aktivt arbetar med lärplattan på förskolan. Denna metod tror jag på bästa möjliga sätt ska kunna uppfylla uppsatsens syfte. Resultatet visar att förutsättningarna på förskolorna är relativt lika. Förskolechefernas erfarenhet av lärplattor och deras synsätt till användandet av lärplattor i verksamheten är mestadels positivt. Samtliga förskolor som informanterna representerar har tillgång till lärplattor, i olika utsträckning. Det som skiljer förskolorna åt är hur den praktiska implementeringen genomförts. Resultatet visar även att praktiken är relativt lika varandra. De intervjuade pedagogerna talar om ett medvetet användande, en närvarande pedagog och ett meningsfullt lärandesammanhang. De olika situationerna där barnen använder lärplattan, har litteracitet som en gemensam nämnare. Pedagogerna använder inte begreppet litteracitet, men de beskriver situationer för språkande och kommunikation, ur ett sociokulturellt perspektiv. / Information and communication technology (ICT) is an essential part of our everyday life, as the technology in different ways simplifies and streamlines our daily behavior at work and at home. By interacting with the technology we are able to communicate with other people, in a variety of ways through a variety of media. Preschools should in an enjoyable and varied way reflect the propagation of digital tools in society and the learning tablet has become increasingly common in early childhood education. This tool has many features and capabilities, for example, it may allow for occasions of linguistic interaction with various interlocutors, media and genres, which can develop children's communication skills. The purpose of this paper is to examine the conditions for and use of the learning tablet as a digital tool in the child's development of literacy, in preschool. The study is based on a smaller survey of preschool managers and interviews with three teachers who are actively working with the learning tablet in preschool. I believe that this method is the best way to fulfill the thesis purpose. The result shows that the conditions in the preschools are relatively similar. Preschool managers' experience of learning tablets and there approach to the use of learning tablets in preschool, is mostly positive. Every preschool which the informants are representing have access to learning tablets, in different extents. What distinguishes the preschools apart is how the practical implementation is carried out. The results also show that the effect is relatively similar. The interviewed teachers talk about a conscious use, a present educator and a meaningful learning context. The different situations, in which children use the learning tablet, have literacy as a common denominator. The teachers don’t use the concept of literacy, but they describe situations for language and communication, from a sociocultural perspective.

Swedish pre-school teachers are in the middle of a debate regarding a form of general school competence that today is criticized by mass media. The training and skill development that is used today is an important tool in the development of the organization as well as the people that work in them. This study aims to explain how this training actually is performed and the opinions of the pre-school teachers that actually finish the training. Previous research in this area has primarily been focused at the types of methods that exists from an executive standpoint. This study, instead, aims to shift that focus to the individual worker. As the theoretical background we both apply a general sociocultural perspective as defined by Leontiev, which is supplemented by a motivational and emotional perspective from Illeris three dimensions of learning. The study is based on semi-structured interviews from seven respondents in the public sector. The data that is presented is to be viewed as having qualitative potential, and should be read with that in mind. The results from the study points at several problematic areas where pre-school teachers claim the training to be of lackluster standards. One common theme that can be noticed from most respondents is that different workgroups experience different problems and different advantages. Despite this there are two main areas that heavily affects some situations - the leadership and the degree of individual adaptation. / Svenska förskollärare befinner sig mitt i en debatt kring skolkompetens som idag kritiseras av massmedier. Kompetensutvecklingen som bedrivs existerar idag som ett kraftfullt verktyg för att förbättra såväl organisationen som de människor som arbetar där. Studien ämnar belysa hur denna kompetensutveckling faktiskt går till och vilka åsikter förskollärare har kring den. Tidigare forskning i ämnet fokuserar främst på vilka typer av metoder för kompetensutveckling som existerar ur ett chefsperspektiv. Vi ämnar istället att skifta detta fokus till den individuella arbetstagaren. Som teoretisk bakgrund applicerar vi dels ett allmänt sociokulturellt perspektiv som definierat av Leontiev, vilket kompletteras med ett drivkrafts- och emotionsperspektiv från Illeris tre dimensioner av lärande. Studien är utförd via semistrukturerade intervjuer om sju respondenter i den offentliga sektorn. Den data som presenteras anser vi ha kvalitativ potential och bör därmed tolkas med det som bakgrund. Resultatet pekar på olika problemområden där förskollärare anser kompetensutvecklingen vara bristfällig, men ett gemensamt tema via samtliga respondenter är att olika arbetsgrupper upplever olika problem och olika fördelar. Trots detta existerar det två huvudsakliga faktorer som kraftigt påverkar samtliga situationer, ledarskapet och graden av individuell anpassning.

The project of this thesis is to illuminate the teacher perspective on study visits by examining how six religion teachers relate to the study visit method in high school religious education. The research object of the thesis is to investigate whether teachers believe there are viable didactic possibilities and challenges associated with the study visit concept in education, and to define them if present. The results show that the main didactic advantage, as perceived by the teachers participating in this study, lies in the meeting the study visit enables. A meeting may lead to increased insight and understanding of other people’s way of thinking, conceiving and believing. It may result in improved understanding of religiosity in general and religious identity in particular. The teachers also acknowledged that impressions and activities of a study visit may be remembered longer, as such learning methods incorporate our senses more integrally, allowing us to remember them better. The study visit is an experience the students may find useful long after graduation. One didactic challenge teachers identified is that of time and commitment investment for the individual teacher. All participants agreed that a clearly defined aim is imperative to a successful study visit, emphasizing the importance of conducting preparatory work before and after the event. The teachers also identified a didactic challenge regarding representativity. One side of the problem regarded the selection, what religions would be included in the study visits program? It was also a matter of deciding who would be representing an entire religion. The didactic challenge presented by representativity has been prioritized and is linked to theories on sociocultural perspectives on learning and intercultural pedagogy. Viewing teaching methods in a sociocultural perspective, one can conclude that students are absorbing knowledge by making study visits. The difficulty for the teacher lies in identifying what they are learning. Adopting intercultural pedagogy could circumvent this. Students are then equipped with an intercultural awareness. They will have the tools to interpret this meeting in a meaningful way, recognizing the qualities and benefits of a multicultural society. / Syftet med denna uppsats är att belysa ett lärarperspektiv på studiebesök genom att undersöka hur sex religionslärare förhåller sig till metoden studiebesök i religionskunskap på gymnasiet. Uppsatsens forskningsfrågor är huruvida lärarna anser att det finns några religionsdidaktiska möjligheter och utmaningar med att använda sig av studiebesök och i sådana fall vilka. Resultatet visar att de didaktiska möjligheterna lärarna ser är framför allt mötet som ett studiebesök kan generera. Mötet kan ge eleverna insikter och förståelse för andra människors sätt att tänka, tycka och tro samt ge förståelse för människors religiösa identitet och religiositet överlag. Lärarna ser också en möjlighet i att ett studiebesök kan leva kvar längre eftersom de aktiverar fler sinnen och på så sätt enklare fastnar i minnet. Studiebesöket blir då en erfarenhet som eleverna kommer att bära med sig ut i samhället efter examen. En didaktisk utmaning som lärarna beskriver är att det krävs både tid och engagemang för läraren. För att ett studiebesök ska bli lyckat anser alla att det är viktigt att ha ett tydligt syfte med studiebesöket och betonar vikten av både för- och efterarbete. Lärarna såg också en didaktisk utmaning vad gällde representativitet. Problemet handlade dels om urval, alltså vilka religioner och livsåskådningar som skulle få utrymme i studiebesök och vilka som uteblev. Det handlade också om vem som skulle få representera en hel religion. Den didaktiska utmaningen som representativitet innebär har i uppsatsen fått ett särskilt utrymme och kopplats till teorin om sociokulturellt perspektiv på lärande och interkulturell pedagogik. Genom ett sociokulturellt perspektiv på lärande kan man konstatera att eleverna lär sig något genom ett studiebesök, svårigheterna för lärarna är att veta vad eleverna lär sig. Att använda interkulturell pedagogik skulle kunna vara ett sätt att hantera denna problematik. Eleverna utrustas då med en interkulturell medvetenhet och får på så sätt redskap för att kunna tolka detta möte på ett mer meningsfullt sätt och därmed se kvalitéerna i ett mångkulturellt samhälle.

Submitted by JESSICA LAIRA DE ARAUJO ESGOTI ULIANA (jessica.esgoti@etec.sp.gov.br) on 2018-04-03T21:43:19Z No. of bitstreams: 1 uliana_jlae_me_sjrp.pdf: 2692798 bytes, checksum: 3b4391555da0676780bf487ef8ab09c2 (MD5) / Approved for entry into archive by Elza Mitiko Sato null (elzasato@ibilce.unesp.br) on 2018-04-04T13:43:46Z (GMT) No. of bitstreams: 1 uliana_jlae_me_sjrp.pdf: 2692798 bytes, checksum: 3b4391555da0676780bf487ef8ab09c2 (MD5) / Made available in DSpace on 2018-04-04T13:43:46Z (GMT). No. of bitstreams: 1 uliana_jlae_me_sjrp.pdf: 2692798 bytes, checksum: 3b4391555da0676780bf487ef8ab09c2 (MD5) Previous issue date: 2018-03-05 / Esta é uma investigação qualitativo-interpretativista de cunho etnográfico que visou analisar como se configura o processo de ensino-aprendizagem em aulas do componente de Inglês Instrumental no curso Técnico em Açúcar e Álcool, oferecido por uma instituição técnica pública do estado de São Paulo. O estudo foi realizado por meio de pesquisas bibliográficas, autobiografia da professora e entrevista, questionário aos alunos, observação, anotações em diário, gravação em vídeo, transcrição e análise das aulas, assim como sessão de visionamento com a professora participante e análise do plano de curso, sendo os dados interpretados à luz da perspectiva sociocultural (VYGOTSKY, 1989; JOHNSON, 2009; LANTOLF; POEHNER, 2014; van COMPERNOLLE, 2015). O objetivo principal da pesquisa foi compreender melhor o processo de ensinoaprendizagem, buscando contribuir para que a professora e demais professores possam repensar ou reafirmar seus papéis em sala de aula. O presente trabalho teve como pergunta e subperguntas de pesquisa: 1.Como se configura a (co)construção de conhecimentos em aulas de Inglês Instrumental no curso Técnico em Açúcar e Álcool sob a perspectiva sociocultural?, 1.1.Que elementos são levados em conta pela professora para essa (co)construção?, 1.2.Como se constrói a interação professor x aluno em sala de aula?, 1.3.Como se configura a negociação de significados na interação professor x aluno e aluno x aluno?, 1.3.1.Que papéis desempenha o professor?, 1.3.2.Que papéis desempenham os alunos?. Por meio da análise dos dados obtidos pode-se afirmar que as interações da professora favorecem a construção do conhecimento dos alunos, apresentando a coconstrução entre ambos, mas não é possível afirmar que essa coconstrução seja frequente. / This is a qualitative interpretative research of an ethnographic nature that aimed at investigating how the teaching-learning process is configured in ESP (English for Specific Purposes) classes of the Sugar and Alcohol Technical Course offered by a public technical institution of the state of São Paulo. The study was carried out by bibliographical research, the teacher's autobiography and interview, questionnaire to the students, observation, notes, video recordings, transcription and analysis of the classes, as well as a viewing session with the teacher and the course plan analysis, being the data interpreted in the light of the sociocultural perspective (VYGOTSKY, 1989; JOHNSON, 2009; LANTOLF; POEHNER, 2014; van COMPERNOLLE, 2015). The main objective of the research was to better understand the teaching-learning process, seeking to contribute so that the participating teacher and others can rethink or reaffirm their roles in the classroom. The present work had as question and sub-questions of research: 1.How is the (co)construction of knowledge configured in ESP classes of Sugar and Alcohol Technical Course from a sociocultural perspective?, 1.1.What elements are taken into account by the teacher for this (co)construction?, 1.2.How is the student-teacher interaction constructed in the classroom?, 1.3.How is the negotiation of meanings configured in the teacher-student and studentstudent interaction?, 1.3.1. What roles does the teacher play?, 1.3.2.What roles do students play?. Based on the analysis of the obtained data, it can be affirmed that the teacher’s interactions contribute to the construction of the students’ knowledge, presenting the co-construction between both, but it is not possible to state that this co-construction is frequent.