<p>Abstract</p><p>Theory</p><p>Which education model has the ultimate learning potential? According to Olga Dysthe a varied education predominated by a dialogical nature is the best way of teaching.</p><p>Purpose</p><p>My main purpose in this essay has been to investigate three different ways of education models and decide, on the basis of Dysthes’ model, whether they can be classified as a monological or a dialogical model.</p><p>I have also investigated if the thesis of Dysthes, “The teachers view of knowledge determines the choice of teaching method”, is anchored in the reality.</p><p>Furthermore, I have surveyed how the teachers educate concerning democracy. For example, on the basis of certain rules, are all sudents able to make the selves heard in a classroom that is characterized as dialogical? In such a classroom the teacher works whith activities to involve everyone and according to Dysthe, democracy is an attitude rather than a political system. Democracy is necessary in a classroom that is classified as dialogical.</p><p>Result</p><p>The essay is exclusively qualitative and builds upon interviews with three teachers on different upper secondary social schools witin the Gothenburg area.</p><p>My results indicate that the teathers way of educating totaly differs from each others and that the thesis of Dysthe can be applied on only two out of three cases. Only one of the three teathers includes the dialogue to its full extent. This teacher is the only one to apply democracy in its classroom. The second teacher uses as much monologue as dialogue. The third teacher is categorized as a person who applies the monological education entirely.</p>
| Identifer | oai:union.ndltd.org:UPSALLA/oai:DiVA.org:kau-1730 |
| Date | January 2008 |
| Creators | Albrektsson, Jenny |
| Publisher | Karlstad University, Division for Social Sciences |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, text |
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