Abstract The purpose of this study is to examine how teachers in primary school reason about and problematize the phenomenon of concentration difficulties. I want to know what the teachers think characterizes concentration difficulties, the situations in which difficulties creates the most problems, and whether the teachers think that these difficulties solely depend on external factors. To examine this, I chose to do interviews with three teachers in years four to six. I have completed parts of my work with my colleague Elin Preisz. We have used the same purpose and issues in our studies, although Elin has interviewed teachers in preschool. With this we want to be able to compare the reasoning between teachers at different stages in school. The results of my study shows that the interviewees think that it is hard to describe what characterizes the problems in concentration difficulties because the problems is very individual. The interviewees, however, agree that the most problems occurs in situations without a clear structure. None of the interviewed teachers belive that it is possible to create a school environment were concentration difficulties do not exist, because they belive that the difficulties can be either inborn or a resultat of the environment. But they all agree that we can do much more than what we do today to make the school environment as favourable as possible for these pupils. Keywords: Concentration difficulties, primary school, teacher´s perspective.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-6672 |
| Date | January 2010 |
| Creators | Johansson, Maria |
| Publisher | Karlstads universitet, Estetisk-filosofiska fakulteten |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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