The following thesis aims to bring forward elementary teachers' views on the schools fostering mission and their perspectives on both students’ and parents’ influence, as well as responsibility. Teachers must relate to both norms in society as well the syllabus, the curriculum and the laws that exist in school. The research questions for the thesis are “How do elementary teachers view the fostering of students?”, “How do elementary teachers experience that students’ influence impacts their profession?” and “How do elementary teachers experience that parents' influence impacts their profession?”. We have conducted an empirical qualitative study consisting of interviews with five different elementary teachers. The results pose valuable insights from the teachers' views on social upbringing of their students and the challenges that come with it. All of the teachers emphasize the importance of discussing rights, responsibility and democratic values with their students. Neither of the teachers claim that they use methods of rewards and punishment. We have made notice, with the support of our theoretical perspective, that the teachers do in fact use different methods of positive reinforcement as a way of rewarding the students. The results also pose valueful insights from the teacher’s view of how their profession is impacted by the influence from both students and parents. They claim that influence from students is important and necessary but that it also comes with challenges. The teachers see difficulties with how student influence should be implemented in the classroom. The influence from parents are by the teachers discussed as purposeful but they all seem to experience either too little participation, or that parents sometimes meddle in the wrong things. With this thesis we come to the conclusion that the teachers have a clear picture of their fostering mission. We have been able to draw several parallels to Skinner's behavioral learning theory as well as Comenius theory on how children should be brought up. We have also concluded that although teachers see a clear purpose of both student and parents' influence in school, it does not fully come without challenges within their profession.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-66444 |
| Date | January 2024 |
| Creators | Linde, Evelina, Fellinder, Ebba |
| Publisher | Malmö universitet, Institutionen för samhälle, kultur och identitet (SKI) |
| 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 |
Page generated in 0.0027 seconds