Diese Arbeit widmet sich in Form einer qualitativen Vignettenstudie der Unterrichtsplanung im Mehrebenensystem der Schule. Der Blick ist auf alle Ebenen des Mehrebenensystems schulischer Wirksamkeit am Beispiel der Planung von Lehr-Lern-Arrangements gerichtet. Ausgangspunkt ist die Betrachtung der Makroebene - der Lehrerinnen- und Lehrerbildungslandschaft in der Bundesrepublik Deutschland – mit seinen Grundvoraussetzungen und aktuellen Problemlagen, vor allem dem in weiten Teilen exorbitanten Lehrerinnen- und Lehrereinstellungsbedarf. Mit der Meso-, der Schulebene rücken die Rahmenbedingungen des Unterrichts in den Blickpunkt. Im Fokus steht das antizipierte Vorgehen angehender Lehrpersonen bei der Planung von Lehr-Lern-Arrangements. Diese mikroperspektivische Betrachtungsweise konzentriert sich auf das individuelle Vorgehen auf der Mikro- und damit der Subjektebene. Die qualitative Vignettenstudie geht der Frage nach, wie angehende Lehrpersonen die Aufgabe der Unterrichtsplanung aufgrund ihrer Bildungsbiografie bewältigen. Grundständig Lehramtsstudierende und eine Kontrollgruppe Quereinsteigender in den Lehrberuf äußern sich infolge des Impulses einer Textvignette schriftlich zu ihrem Vorgehen bei der Planung von Unterricht. Beruf(ung) Lehrerin/ Lehrer? Kann das Vorgehen bei der Unterrichtsplanung überhaupt verbalisiert werden oder handelt es sich um eine Art «Fahrradfahren»? Die Könnerinnen und Könner können, obwohl sie wissen wie es geht, ihr Können nicht verbalisieren (vgl. Neuweg, 2015, S. 15)? Ausgewertet mit der inhaltlich-strukturierenden qualitativen Inhaltsanalyse nach Kuckartz (2014, 2018) thematisiert die Ergebnisdarstellung, was empirisch überhaupt abgebildet werden kann. Auffällig ist neben einer stark inhaltsorientierten und materialgeleiteten Planung die Widersprüchlichkeit, Unplanbares planen zu wollen. Eine starke Zentrierung der Befragten auf die Lehrperson betont einseitig die Angebotsseite des Angebot-Nutzungs-Modells der Wirkungsweise des Unterrichts (Helmke, 2012) bei gleichzeitiger Vernachlässigung der Selbstreflexion etwa eigener Kompetenzen. In einzelnen Planungsdimensionen wie der Kompetenzorientierung, Differenzierung und Berücksichtigung motivationaler Aspekte zeigen sich zum Teil erhebliche Gruppenunterschiede und ausgeprägte Entwicklungstrends. Die Empirie verdeutlicht wie widersprüchlich die verschiedenen Systemebenen mit ihren vielen verschiedenen Akteuren handeln und dass jede Ebene sich der Unterrichtsplanung auf andere Art und Weise nähert. Diskutiert werden deshalb das Gelingen einer Theorie-Praxis-Verknüpfung und Konsequenzen für die Lehrerinnen- und Lehrerbildung.:1. Einleitung 2. Die Lehrerinnen- und Lehrerbildungslandschaft in der Bundesrepublik Deutschland: Stichwort Reform 2.1. Grundvoraussetzungen und Herausforderungen 2.2. Die Rahmenbedingungen der Lehrerinnen- und Lehrerbildung in Sachsen 2.3. Zwischenresümee 3. Nicht-grundständige Wege in den Lehrerinnen- und Lehrerberuf 3.1. Einordnung in die Lehrerinnen- und Lehrerbildungslandschaft 3.2. Empirische Befunde 3.3. Das QUER-Programm in Sachsen 3.3.1. Empirische Befunde 3.3.2. Erfolgsquote des QUER-Programms 3.4. Zwischenresümee 4. Kompetenzen und Standards in der Lehrerinnen- und Lehrerbildung: Stichwort Standardisierung 4.1. Entwicklungstendenzen und Meilensteine 4.1.1. Oser und Oelkers (2001) 4.1.2. Die Standards der Kultusministerkonferenz (2004, 2014, 2019) 4.2. Empirische Befunde zur Komptenzentwicklung (angehender) Lehrpersonen 4.3. Unterrichtskompetenz 4.4. Zwischenresümee 5. Lehrerinnen- und Lehrerbiografieforschung: Stichwort Professionalisierung 5.1. Die Entwicklung einer biografischen Perspektive 5.2. Forschungsschwerpunkte 5.3. Biografie und Profession: Professionalität als berufsbiografisches Entwicklungsproblem 5.3.1. Bestimmungsansätze von Professionalität im Lehrerinnen- und Lehrerberuf 5.3.2. Empirische Befunde im Schnittfeld von Biografie und Profession 5.4. Zwischenresümee 6. Dimensionen der Unterrichtsqualität 6.1. Unterrichtsqualität aus der Perspektive der Allgemeinen Didaktik 6.2. Unterrichtsqualität aus der Perspektive empirischer Forschung 6.3. Der Einfluss des Lehrerinnen- und Lehrerhandelns auf die Lernleistungen der Schülerinnen und Schüler 6.4. Zwischenresümee 7. Unterrichtsplanung als Kernstück der Allgemeinen Didaktik 7.1. (Planungs-)Modelle der Allgemeinen Didaktik 7.1.1 Die Bildungstheoretische Didaktik und ihre Weiterentwicklung zur Kritisch-konstruktiven Didaktik 7.1.2. Die Lern- und Lehrtheoretische Didaktik: Vom «Berliner Modell» zum «Hamburger Modell» 7.1.3. Die Konstruktivistische Lerntheorie 7.2. Empirische Befunde zur Unterrichtsplanung 7.2.1. Die Unterrichtsplanung von Lehramtsstudierenden und Lehramtsanwärterinnen und -anwärtern 7.2.2. Die alltägliche Unterrichtsplanung von (berufserfahrenen) Lehrpersonen 7.3. Zwischenresümee 8. Methodisches Vorgehen 8.1. Forschungsdesign 8.2. Fragestellungen 8.3. Arbeitshypothesen 8.4. Auswahlverfahren 8.5. Stichprobenbeschreibung 8.5.1. Die grundständig Lehramtsstudierenden 8.5.2. Die Quereinsteigenden in den Lehrerinnen- und Lehrerberuf 8.5.3. Die Berufswahlmotivation 8.5.4. Pädagogische Erfahrungen 8.6. Vignettenstudie zur Erhebung des Vorgehens angehender Lehrpersonen bei der Unterrichtsplanung 8.6.1. Das Erhebungsinstrument 8.6.2. Inhaltsanalytische Auswertung 9. Die Vorgehensweise angehender Lehrpersonen bei der Unterrichtsplanung: Ergebnisdarstellung 9.1. Die Strukturebene der Vignettenantworten 9.2. Berücksichtigte Handlungsfelder 9.3. Die Selbstwahrnehmung der angehenden Lehrpersonen 9.4. Das (Vor-)Wissen und die Entwicklungsfähigkeit angehender Lehrpersonen 9.5. Subjektive Theorien zum Lehrerinnen- und Lehrerhandeln 9.6. Ergänzender Blick auf die Quereinsteigenden: Fremdeinschätzung durch die Mentorinnen und Mentoren in den universitären Praxisphasen 10. Diskussion 11. Literaturverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Abkürzungsverzeichnis / This thesis deals with lesson planning in the multilevel system of the school in form of a qualitative vignette study. The focus is on all levels of multilevel systems of school effectiveness using the example of planning of teaching-learning arrangements. The starting point is the consideration of the macro level – the teachers and teacher training landscape in the Federal Republic of Germany – with its basic requirements and current problem areas, above all the exorbitant need for recruitment of teachers. With the meso-, the school level, the frameworks of the lesson come to the fore. The focus is on the anticipated approach of prospective teachers when planning teaching-learning arrangements. This micro-perspective approach concentrates on the individual approach on the micro- and, therefore, the subject level. The qualitative vignette study investigates how prospective teachers manage the task of lesson planning based on their educational biography. Undergraduate trainee teachers and a control group of lateral entrants in the teaching profession express themselves in writing on their approach to the planning of lessons as a result of the impulse of a text vignette. Profession teacher? Can the approach to lesson planning be verbalised or is it a kind of “cycling“? The experts, although they know how to do it, cannot verbalise their skills (cf. Neuweg, 2015, p. 15)? Evaluated with the content-structuring qualitative content analysis according to Kuckartz (2014, 2018), the presentation of the results addresses what can be empirically mapped at all. In addition to a strongly content-oriented and material-driven planning, the inconsistency of wanting to plan the unplanned is noticeable. A strong focus of the respondents on the teacher emphasises one-sidedly the supply side of the supply-use model of the effectiveness of the lesson (Helmke, 2012) while at the same time neglecting self-reflection, for example of one’s own competencies. In individual planning dimensions such as competence orientation, differentiation and consideration of motivational aspects, there are in part considerable group differences and pronounced development trends. The empirical evidence illustrates how contradictory the various system levels act with their many different actors and that each level approaches lesson planning in a different way. Therefore, the success of a theory-practice link and the consequences for teacher training are discussed.:1. Einleitung 2. Die Lehrerinnen- und Lehrerbildungslandschaft in der Bundesrepublik Deutschland: Stichwort Reform 2.1. Grundvoraussetzungen und Herausforderungen 2.2. Die Rahmenbedingungen der Lehrerinnen- und Lehrerbildung in Sachsen 2.3. Zwischenresümee 3. Nicht-grundständige Wege in den Lehrerinnen- und Lehrerberuf 3.1. Einordnung in die Lehrerinnen- und Lehrerbildungslandschaft 3.2. Empirische Befunde 3.3. Das QUER-Programm in Sachsen 3.3.1. Empirische Befunde 3.3.2. Erfolgsquote des QUER-Programms 3.4. Zwischenresümee 4. Kompetenzen und Standards in der Lehrerinnen- und Lehrerbildung: Stichwort Standardisierung 4.1. Entwicklungstendenzen und Meilensteine 4.1.1. Oser und Oelkers (2001) 4.1.2. Die Standards der Kultusministerkonferenz (2004, 2014, 2019) 4.2. Empirische Befunde zur Komptenzentwicklung (angehender) Lehrpersonen 4.3. Unterrichtskompetenz 4.4. Zwischenresümee 5. Lehrerinnen- und Lehrerbiografieforschung: Stichwort Professionalisierung 5.1. Die Entwicklung einer biografischen Perspektive 5.2. Forschungsschwerpunkte 5.3. Biografie und Profession: Professionalität als berufsbiografisches Entwicklungsproblem 5.3.1. Bestimmungsansätze von Professionalität im Lehrerinnen- und Lehrerberuf 5.3.2. Empirische Befunde im Schnittfeld von Biografie und Profession 5.4. Zwischenresümee 6. Dimensionen der Unterrichtsqualität 6.1. Unterrichtsqualität aus der Perspektive der Allgemeinen Didaktik 6.2. Unterrichtsqualität aus der Perspektive empirischer Forschung 6.3. Der Einfluss des Lehrerinnen- und Lehrerhandelns auf die Lernleistungen der Schülerinnen und Schüler 6.4. Zwischenresümee 7. Unterrichtsplanung als Kernstück der Allgemeinen Didaktik 7.1. (Planungs-)Modelle der Allgemeinen Didaktik 7.1.1 Die Bildungstheoretische Didaktik und ihre Weiterentwicklung zur Kritisch-konstruktiven Didaktik 7.1.2. Die Lern- und Lehrtheoretische Didaktik: Vom «Berliner Modell» zum «Hamburger Modell» 7.1.3. Die Konstruktivistische Lerntheorie 7.2. Empirische Befunde zur Unterrichtsplanung 7.2.1. Die Unterrichtsplanung von Lehramtsstudierenden und Lehramtsanwärterinnen und -anwärtern 7.2.2. Die alltägliche Unterrichtsplanung von (berufserfahrenen) Lehrpersonen 7.3. Zwischenresümee 8. Methodisches Vorgehen 8.1. Forschungsdesign 8.2. Fragestellungen 8.3. Arbeitshypothesen 8.4. Auswahlverfahren 8.5. Stichprobenbeschreibung 8.5.1. Die grundständig Lehramtsstudierenden 8.5.2. Die Quereinsteigenden in den Lehrerinnen- und Lehrerberuf 8.5.3. Die Berufswahlmotivation 8.5.4. Pädagogische Erfahrungen 8.6. Vignettenstudie zur Erhebung des Vorgehens angehender Lehrpersonen bei der Unterrichtsplanung 8.6.1. Das Erhebungsinstrument 8.6.2. Inhaltsanalytische Auswertung 9. Die Vorgehensweise angehender Lehrpersonen bei der Unterrichtsplanung: Ergebnisdarstellung 9.1. Die Strukturebene der Vignettenantworten 9.2. Berücksichtigte Handlungsfelder 9.3. Die Selbstwahrnehmung der angehenden Lehrpersonen 9.4. Das (Vor-)Wissen und die Entwicklungsfähigkeit angehender Lehrpersonen 9.5. Subjektive Theorien zum Lehrerinnen- und Lehrerhandeln 9.6. Ergänzender Blick auf die Quereinsteigenden: Fremdeinschätzung durch die Mentorinnen und Mentoren in den universitären Praxisphasen 10. Diskussion 11. Literaturverzeichnis Abbildungsverzeichnis Tabellenverzeichnis Abkürzungsverzeichnis

Syftet med denna studie har varit att undersöka den diskursiva konstruktionen av ekonomiskt bistånd som yttersta skyddsnät inom ramen för handläggning och bedömning. För att besvara syftet har gruppintervjuer med handläggare på ekonomiskt bistånd genomförts. Vid intervjuerna har tre vinjetter presenterats som handläggarna fått möjlighet att diskutera. I uppsatsen används Laclau och Mouffes diskursteori som teori och analysmetod. Vår studie visar på konstruktioner av ekonomiskt bistånd som det yttersta skyddsnätet i form av tre diskurser; diskursen om ett yttersta skyddsnät då alla andra möjligheter är uttömda, diskursen om ett yttersta skyddsnät mot någonting samt diskursen om ett yttersta skyddsnät när andra välfärdssystem brister. Vi har identifierat den första diskursen, med betoning på klientens skyldigheter och egna ansvar, som hegemonisk. I den andra diskursen betonas klientens rättigheter och hjälpbehov samt handläggarnas ansvar för den enskilde. I den tredje diskursen ligger fokus på kommunens yttersta ansvar för sina invånare när andra välfärdssystem brister. Det finns en motstridighet mellan diskurserna, vilket får konsekvenser för biståndshandläggarna i form av ett komplicerat arbete. Studien visar på variation mellan kommunerna i de diskursiva konstruktionerna, frågan om att stå till arbetsmarknadens förfogande, förmildrande omständigheter samt innebörden av nöd & kris. Variationerna leder till en osäkerhet för den biståndssökande avseende utfallet på ansökan om ekonomiskt bistånd. Vår studie visar på potentiella brister i välfärdssystemet och i organiseringen av ekonomiskt bistånd. Vi anser därför att ekonomiskt bistånd kan behöva reformeras i grunden.

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The objective of this study is to examine the perspectives and preferred actions by managers at elderly care home facilities regarding ethical dilemmas that may emerge when elderly people fall in love. Previous research is mainly focused on ageism and the sex-life of elderly people at care homes. Less attention is paid to their love-life and the view of the managers is often overlooked. Researchers tend to interview and observe the staff, such as nurses and assistant nurses, rather than the managers. In order to provide information to reduce this knowledge gap, this study is based on interviews with managers at elderly care homes in Sweden using the vignette-method.The analysis of this study is based on ethical theory, which is divided into two main orientations called duty-based ethics and consequentialist ethics. Ethical theory is used as a tool for analyzing the data in order to discover which ethical orientation the managers prefer to base their arguments on. The conclusion of this study shows that neither duty-based ethics, nor consequentialist ethics is more often used than the other. The managers motivate their arguments and actions on both ethical orientations without being solely reliant on neither one. Furthermore, the conclusions of this study state that the managers value autonomy and the well-being of the elderly as well as their spouses. However, they all pointed out that ethical dilemmas derived from love in elderly care homes are complex to deal with and more knowledge is needed.

The increasing scope and speed of biological invasions around the world is a major concern of the modern environmental conservation movement. Although many ecological impacts of biological invasions are still not well understood, there is a general consensus that exotic, invasive species are a primary driver of extinctions globally. By altering ecosystem structure and function, invasive species also affect human quality of life; however, not all impacts lead to negative outcomes. Given that invasive species have diverse impacts on society, their management in human-dominated landscapes is a wicked problem wherein the resolution is as much an issue of social value as technical capacity. The purpose of my research was to understand the propensity for engaging private landowners in an effort to eradicate an invasive species on an inhabited island. Specifically, I investigated private landowner perspectives on eradicating the North American beaver (Castor canadensis) from the Tierra del Fuego (TDF) island archipelago in Argentina and Chile. The beaver was introduced in 1946 and has since become a central conservation issue due to its long-lasting changes to local hydrology, nutrient cycling, riparian vegetation, food webs, and aquatic and terrestrial species assemblages. Because eradication requires near complete cooperation from stakeholders and no research had been conducted to understand the perspectives or willingness of private landowners to cooperate, my objectives were to: 1) characterize the links private landowners make between the presence of beavers and impacts to the ecosystem services in their riparian areas, and 2) explore the role of a market-based incentive program to increase landowner cooperation in eradication efforts. Through semi-structured interviews, I elicited landowner mental models of how beavers impact the ecosystem services they receive from their riparian lands. I found that TDF ranchers prioritized provisioning ecosystem services, and held diverse and idiosyncratic beliefs about how beavers influence these outcomes. TDF ranchers may not recognize the beaver as a highly salient problem because they do not connect them to reductions in ecosystem services that are important to them. Among those who do perceive beavers affecting important ecosystem services, there is no clear, unified understanding of how the beavers disturb the ecosystem and key ecosystem services. Additionally, in a broadly administered survey, I used a factorial vignettes to examine the role of program structure and other program-related factors on landowners' willingness to participate in a voluntary eradication program. Overall, landowners were willing to cooperate in an incentive program to eradicate beavers. They were positively motivated by greater financial compensation, an increased expectation that the program would be successful, and the program assuming full responsibility for its implementation. Other factors returned mixed results indicating that further research may be required. In diverse, human-inhabited, and privately-owned landscapes, conservation requires collective action—i.e., the high threshold of participation needed for eradication to be achieved. Understanding the knowledge systems that cause landowners to perceive value or risk serves as a first step in understanding behaviors, and can also serve as a framework for crafting more effective outreach, as current communication about the beaver and the proposed eradication may not resonate with private landowners. Further, barriers to inaction can be overcome by understanding landowner needs and how program-related factors influence the potential for cooperation. In sum, by putting human needs at the forefront of program design, conservation planners can better understand stakeholder perspectives, reduce barriers to participation, and ultimately increase cooperation and improve conservation outcomes. / Master of Science

This study investigated associations between professional groups in adolescents' surroundings and their assessments of violence in adolescent intimate relationships. The methodological approach involved quantitative surveys, each containing 4 vignettes that manipulated social categories such as gender, age, and type of violence. In total, 108 vignettes were spread across 27 surveys. Teachers and social workers (n=36) participated, with a response rate of 55.6%. Generalised estimating equations (GEE) models were used to analyse three outcomes: severity, violence assessment, and reporting tendency. The results showed significant differences based on gender and type of violence but not age. Social workers were more likely to report the violence compared to teachers, but all respondents assessed the violence as equally severe. Practical implications include whether the school has the right tools to work preventively with healthy relationships and intimate partner violence. Social work can help develop preventive measures at an early age in collaboration with schools. / I denna studie undersöktes associationer mellan yrkesgrupper i ungdomars omgivning och deras bedömningar av våld i ungdomars nära relationer. Det metodologiska tillvägagångssättet involverade kvantitativa enkäter, var och en innehållande fyra vinjetter som manipulerade sociala kategorier som kön, ålder och typ av våld. Totalt fördelades 108 vinjetter på 27 enkäter. Lärare och socialarbetare (n=36) deltog, med en svarsfrekvens på 55,6%. Generalised estimating equations (GEE) användes för att analysera tre utfall: allvarlighetsbedömning, våldsamhetsbedömning och anmälningsbenägenhet. Resultatet visade signifikanta skillnader baserat på kön och typ av våld men inte ålder. Socialsekreterarna var mer benägna att anmäla våldet jämfört med lärarna, men alla respondenter bedömde våldet som lika allvarligt. Praktiska implikationer är bland annat om skolan har rätt verktyg för att arbeta förebyggande med sunda relationer och våld i nära relationer. Socialt arbete kan bidra till att utveckla förebyggande åtgärder i tidig ålder i samarbete med skolan.

Biståndshandläggare inom äldreområdet är en profession med hög arbetsbelastning och ett komplext uppdrag att verka i skärningspunkten mellan intentionerna i en målrationell lagstiftning, kommunal budget och den enskildes behov. Genom att låta handläggare besvara en vinjettstudie, där de presenterats för Esther, undersöktes biståndshandläggare som profession utifrån ett cyniskt perspektiv, hur biståndshandläggare hanterar sin arbetssituation utifrån diskretionsteori och om egenskaper hos biståndshandläggaren påverkar utfall i handläggningsprocessen. Studien visar att Esthers ärende handläggs på olika sätt, att handläggare fokuserar på olika behov och gör olika bedömningar av hennes rätt till bistånd i form av särskilt boende enligt 4 kap. 1 § SoL. Vidare undersökning av samband mellan egenskaper hos handläggare och utfall i handläggningsprocessen påvisar inga signifikanta samband som kan förklara utfallet. Resultatet pekar på att egenskaper som ålder, erfarenhet av biståndshandläggning eller annan myndighetsutövning och socionomutbildning inte skapar en mer rättssäker handläggning. Skillnader i biståndshandläggningen tycks i stället orsakas av de strategier som biståndshandläggare använder för att klara sin vardag. / Decision makers in the field of eldercare is a profession with a high workload and a complex assignment while navigating in the intersection between the intentions of a goal-oriented legislation, a municipal budget, and the needs of the individual. By asking decision makers to answer a vignette study, where they were presented to Esther, decision makers as a profession were examined from a cynical perspective. Examining the use of strategies to handle their workload, based on theories of discretion and if characteristics of the decision maker affect outcomes in the needs assessment process. The study shows that Esther’s case was handled in different ways, that decision makers focused on different needs and made different assessment regarding her right to accommodation at a retirement home according to chapter 4 § 1 in the Social Services Act. Further examination of the relationship between characteristics of decision makers and outcomes in the needs assessment process shows no significant relationships that explains the outcome. The results indicate that characteristics such as age, experience in needs assessment and other experience of authority or a degree from higher education in social work does not create a more legally secure process. Instead, the differences in the needs assessment seems to be caused by the strategies that decision makers use to cope with their working situation.

The purpose of this study was to examine how ethnicity and gender of victim and perpetrator might influence students’ assessment of the severity of cyber-harassment in three different contexts. One hypothesis was that severity is mediated by indicators of power (blame, control balance and status-difference), which in turn are dependent on dimensions of ethnicity and gender. A semi-factorial survey was conducted among 365 students in five different high schools in Stockholm county. The students assessed three different vignettes, which described 1) harassment on a blog, 2) grieving in a first-person-shooter video game and 3) the uploading of a nude picture on Facebook. The effects of the dimensions on participants’ perception of the harassment and choice of action were analysed using linear- and logistic regression analysis, respectively. The results showed the following in each respective vignette: 1) Male bystanders were more prone to choose a passive action if the victim was female and the perpetrator male. 2) Men attributed less blame to female victims while women made no such difference. 3) The results indicate that women deemed the situation more severe if the victim was female. To conclude, the effects of the dimensions seem to vary depending on the different contexts.

Syftet med studien är att undersöka om socialsekreterares bedömningar vid orosanmälningar kring unga påverkas av om den unga har en ADHD-diagnos eller inte. Hypotesen var att socialsekreterares bedömningar kring behov av omedelbart skydd, skäl till oro för den unge, om utredning ska inledas eller inte samt identifierade risk- och skyddsfaktorer skiljer sig åt beroende på om den unge har en ADHD-diagnos eller inte. En kvantitativ vinjettundersökning med tillhörande enkätfrågor genomfördes. Två vinjetter utformades med den enda skillnaden att i den ena vinjetten fanns det information om att ungdomen har en ADHD-diagnos. Sammanlagt besvarade 86 socialsekreterare för barn och/eller unga undersökningen, 42 besvarade vinjetten med ADHD och 44 besvarade vinjetten utan ADHD. Resultatet visar statistiskt signifikanta skillnader i socialsekreterares bedömningar gällande fem orosområden (beteendeproblematik hos ungdomen, psykisk ohälsa hos ungdomen, fysisk eller psykisk funktionsnedsättning hos ungdomen, ungdomens förmåga att klara sig själv samt fysisk eller psykisk funktionsnedsättning hos mamman) och en riskfaktor (mammans alkoholanvändning) beroende på om ungdomen har ADHD-diagnos eller inte. Det påvisades inga statistiskt signifikanta skillnader i bedömningarna när det gäller omedelbar skyddsbedömning, förhandsbedömning eller uppmärksammade skyddsfaktorer. Resultaten diskuteras i relation till om socialsekreterarnas kunskap om ADHD, sociala representationer om ADHD och stereotyper om ADHD har påverkat resultaten. Resultatet från denna studien kan bidra till diskussionen om ADHD i social barnavård samt kan användas för att öka medvetenheten hos socialsekreterarna kring hur de hanterar bedömningar av ungdomar med ADHD-diagnos, för att främja att bedömningar fattas på reella grunder. Resultatet skulle också kunna utgöra en grund för vidare forskning exempelvis genom kvalitativa studier på området för att få en djupare förståelse och synliggöra orsakerna till skillnaderna mellan vinjetterna. / The purpose of this study was to examine social workers’ assessments regarding a notification of concern of adolescents are affected by whether the adolescent have an ADHD diagnosis or not. The hypothesis was that social workers’ assessments of need of immediate protection, reason for concern for the adolescent, whether an investigation should be initiated or not and their identification risk and protection factors differ depending on whether the adolescent has an ADHD diagnosis or not. A quantitative vignette survey with associated questionnaire was conducted. Two vignettes were designed with the only difference that in one vignette there was information that the adolescent has an ADHD diagnosis. Altogether, 86 social workers handling investigations of children and/ or young persons, participated in the study, whereof 42 handled the vignette with ADHD and 44 the vignette without ADHD.  The result shows statistically significant differences in social workers’ assessments regarding five areas of concern (behavioral problems in the adolescent, mental illness in the adolescent, physical or mental disability in the adolescent, the adolescent’s ability to cope with herself and physical or mental disability in the mother) and one risk factor (mother's alcohol use), depending on whether the adolescent has ADHD diagnosis or not. There were no statistically significant differences in assessments regarding immediate protection assessment, preliminary assessment or identified protection factors. The results are discussed in relation to whether social workers´ knowledge about ADHD, social representations of ADHD and stereotypes of ADHD may have influenced the results. The results of this study can contribute to the discussion on ADHD in social childcare and can be used to raise awareness among social workers´ about how they handle assessments of adolescents with ADHD diagnosis in order to promote that assessments are made on real grounds. The result could also provide a basis for further research, for example through qualitative studies in the field, in order to gain a deeper understanding and to highlight the causes of the differences between the vignettes.

Initial teacher education is constantly in the spotlight regarding its quality and its effectiveness. The literature contains many claims from those who believe that it is ineffectual. The notion of the reflective practitioner was introduced and embraced as an antidote to these claims, and as an approach to break the influence of technocratic beliefs and expectations which pre-service teachers bring with them to their initial teacher education. Typically reflection targets the practicum experience. However, this study focuses specifically on the contribution of course work to the development of a reflective beginning teacher. This qualitative study invited pre-service teachers to provide insight into their initial teacher education experience: initially within a Teaching of Science methods paper, and then some 18 months later at the conclusion of their three year Bachelor of Education (Teaching) professional preparation. A critical reflexive interpretive methodology which sought authenticity within its meaning-making process developed from an initial consideration of self-study research methodology. Of particular importance was that the enquiry was authentic, participants' voices were valued and recognition was given to the implications embedded within the context within which the study occurred. Methods of data collection included in phase one were: a pre-course questionnaire, a Gestalt-like activity, and pre-service teachers' email reflections based on Hoban's (2000a) categories of learning influences, and meta-reflections from the Teaching of Science paper. The journal I kept during this phase was also drawn upon as data. Phase two data collection included a vignette, and a three part final questionnaire to which 40 pre-service teachers and nine teacher educators responded. The findings suggest that pre-service teachers' understanding of the nature of education is critical to the way in which they experience the course work within initial teacher education. This understanding shapes their perception and consideration lens through which course work is experienced. On entrance to initial teacher education this lens is described, for many pre-service teachers, as technocratic. Education is seen as a commodity, something to acquire, teaching is telling and initial teacher education is dependent on the teacher educator providing the necessary tools and techniques so the beginning teacher can do the right thing. This study suggests that such a stance toward educational experiences is a hindrance mechanism when teacher educators seek transformative teaching, learning, and reflexivity. However, when that view of education is as a process of growth and transformation toward a valued 'way of being', the perspective and consideration lens is described as professional. Rather than focusing on what a teacher does, the focus is on whom the teacher is and how this influences the teaching and learning process. Teacher educators and the institution which is the context within which course work occurs also demonstrate a mixture of technocratic and professional lenses. Important factors within initial teacher education which contribute to transformation from technocratic to professional lens include relational and pedagogical connectedness. These factors lead to valuing, ownership and justification of learning where assessment tasks are tools for personal development and where critical consideration of multiple perspectives has an important role. Relational connectedness (to self, peers, and teacher educators) is important for developing a safe, but challenging, dialogical space in which paradoxes, challenges and pre-service teachers' vulnerable sense of disorientation may be engaged. Pedagogical connectedness relates to the fit between what the teacher educator says and does. For example, a powerful approach to learning is where the pre-service teachers learn to be reflexive, by being reflexive. The study indicates the importance of institutional congruency so that what is espoused is experienced through language, assessment, teaching approaches and contextual culture. However, pre-service teachers' perception and consideration lens determines the degree to which course work is transformational. Where a technocratic lens is dominant, reflection becomes a task to be completed. Where a professional lens is dominant, reflection becomes an iterative process for improving practice by becoming professionally self aware through identifying assumptions in decisions and responses within the learning/teaching relationship, and judging those assumptions for their appropriateness in the light of a developing and critiqued personally owned educational vision.