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Denna kvalitativa studie syftar till att få större insikt i hur lärare kan arbeta för att möta och minska den problematik och de svårigheter som elever kan uppvisa med algebraiska ekvationer i grundskolans årskurs 4-6. Studien är baserad på klassrumsobservationer i två klasser i årskurs 6 och en semistrukturerad intervju med en yrkesverksam matematiklärare. Detta är därmed en fallstudie som grundar sig i teorin om algebrans fem stora idéer samt de fem olika undervisningsstrategierna enligt Trigwell och Prosser, vilka är antingen elev- eller lärarfokuserade. Resultatet från undersökningen visar att den deltagande läraren är medveten om många av de svårigheter som elever har med algebraiska ekvationer, där särskilt stor vikt läggs på likhetstecknets innebörd. Vidare visar resultatet att läraren bemöter dessa, och andra, svårigheter på olika sätt och med varierande metoder baserat på intentionen med undervisningen. Däremot finns ingen djupare kunskap om algebrans fem stora idéer hos läraren, något som kan påverka undervisningsmöjligheterna och i sin tur elevernas inlärning. Det blir därmed relevant att överväga om det är något som bör ingå i de lärarutbildningar som ges vid olika universitet. This qualitative study aims to gain greater insight into how teachers can work to meet and reduce the problems and difficulties that students may have with algebraic equations in primary school grades 4-6. The study is based on classroom observations in two classes in grade 6 and a semi-structured interview with a mathematics teacher. This is thus a case study based on the theory of the five big ideas of algebra and the five different teaching strategies according to Trigwell and Prosser, which are either student- or teacher-focused. The results of the study show that the participating teacher is aware of many of the difficulties that students have with algebraic equations, where particular emphasis is placed on the meaning of the equal sign. Furthermore, the results show that the teacher addresses these, and other, difficulties in different ways and with varying methods based on the intention of the teaching. However, the teacher has no deeper knowledge of the five big ideas of algebra, which can affect the teaching possibilities and in turn the students' learning. Therefore it becomes relevant to consider whether it is something that should be included in the teacher education programs offered at various universities.

Denna empiriska studie avser att undersöka hur en grupp mellanstadielärare använder sig av litteratursamtal i undervisningen och deras inställning till arbetssättet. Tidigare forskning visar att litteratursamtal har positiva effekter på elevers lärande. Därför vore det intressant att undersöka hur mellanstadielärare använder sig av litteratursamtal i sin undervisning. Studiens undersökning kommer att baseras på kvalitativa intervjuer där tre mellanstadielärare berättar om sina erfarenheter av litteratursamtal och hur de använder sig av arbetssättet. Den insamlade datan analyserades utifrån studiens frågeställningar och de centrala begrepp som genomsyrar studien. Resultatet tyder på en positiv inställning hos de tillfrågade lärarna gällande användning av litteratursamtal. De tillfrågade lärarna berättar att litteratursamtal är ett återkommande arbetssätt i deras undervisning. Det går att dra kopplingar mellan studiens resultat och den tidigare forskningen som lyfter fram olika tillvägagångssätt för att uppnå ett effektivt och gynnande litteratursamtal.

Studien belyser fem svensklärares uppfattningar om textskapande i den egna skrivundervisningen i årskurs 4-6. Vidare uppmärksammas även lärarnas uppfattningar angående stöttning av elever i skrivsvårigheter. För att främja utvecklingen av elevers textskpande behöver lärare göra medvetna val i sin skrivundervisning. Lärare behöver dessutom vara medvetna om vilken typ av stöttning olika elever är i behov av. Den sociokulturella teorin utgör teoretisk ansats i studien. Studien är kvalitativ med en fenomenografisk ansats och metod för datainsamling är semistrukturerade intervjuer. Urvalet består av fem svensklärare i årskurs 4-6. Resultatet visar att lärare använder sig av olika undervisningsstrategier för att främja elevers textskapande. Flera av de identifierade undervisningsstrategierna känns igen ifrån tidigare forskning om skrivutveckling. Resultatet visar dessutom att lärare använder sig av genrepedagogik för att öka elevers förståelse för olika texttyper. Respondenterna stöttar elever i skrivsvårigheter genom digitala hjälpmedel, återkoppling och genom att höja deras motivation. En dragen slutsats av studien är att respondenterna är väl medvetna om sin skrivundervisning och gör medvetna val för att möjliggöra lärande. Ytterligare en dragen slutsats är att lärare använder sig av olika undervisningsstrategier även för elever som inte är i skrivsvårigheter. Det är ibland svårt att skilja på vilka strategier som används till alla och vilka som används specifikt till elever i skrivsvårigheter. This study illustrates perceptions about writing lessons and text creation of five teachers in the Swedish subject. Further, the essay illustrates teachers’ perceptions about writing difficulties and students in writing difficulties. To present students the opportunity to develop their writing skills, teachers need to make conscious choices before their writing lessons. Further, teachers need to be aware of how they can adjust their support for every student needs. Simple View of Writing and The Sociocultural Theory is two theories that is recurrent the whole essay. The term scaffolding has also a central part of this essay. A qualitative study with a phenomenological approach has been made. The material has been collected with help of semi-structured interviews with five teachers of the Swedish subject in grade 4-6. The result shows that teachers use several different teaching strategies to facilitate students text creation. Several of the identified teaching strategies can be recognized in earlier research concerning writing development. Furthermore, the result illuminates the usage of genre pedagogy as a means to increase the students understanding of different types of texts. The result shows that the respondents support students with usage of digital aid, feedback and through increase their motivation. A conclusion that can be drawn is that the respondents are aware of their writing lessons and make conscious choices to enable learning. Another conclusion that can be drawn is that the teachers use different teaching strategies for students without writing difficulties as well. One may find it difficult to separate the strategies used for the class in general from the ones used specifically for students with writing difficulties.

I denna kunskapsöversikt är syftet att undersöka hur det sociala samspelet jämfört med ettpragmatiskt förhållningssätt kan främja språkutveckling i SO-undervisningen. Detta hargenomförts genom att jämföra olika vetenskapliga artiklar. Artiklarna vi valde att undersöka,hämtades från olika databaser, Ebsco, Eric och Google Scholar. Vi valde att bryta ner detsociala och det pragmatiska förhållningssättet i mindre lärandemetoder för att kunnaundersöka vad forskningen säger om språkutvecklande arbetssätt inom SO-undervisningen.Kunskapsöversiktens resultat och slutats visar att det sociala samspelet och det pragmatiskaförhållningssättet kompletterar varandra och går att koppla samman.

The purpose of this study is to make visible whether, and in these cases how, the children who do not take up so much space gain speaking space and influence in preschool and kindergarten. The goal is to answer the questions about what thoughts preschool teachers have about influence, the children I call the quiet children and what strategies preschool teachers have for including these children. The qualitative survey was conducted with the help of semi-structured interviews where six preschool teachers were interviewed to make visible how they work. The interviews were transcribed, and the results were categorized according to the research questions. The results have been analyzed and interpreted with the help of Vygotsky's sociocultural theory and with a phenomenographic approach, and in the discussion, I have commented on previous research. It appears that the preschool teachers have a greater awareness of including the quiet children than I before the survey had feared in my hypotheses. Preschool teachers do see the problems that exist, and with different strategies they do what they can to see, hear and support these children. Something that also emerges is the strengths that preschool teachers see in the quiet children. Further research could be done by visiting the teaching activities to make observations of what it looks like in reality. Denna undersökning har som syfte att synliggöra om, och i sådana fall hur, de barn som inte tar så mycket plats får talutrymme och inflytande i förskolan. Målet är att besvara frågorna om vad förskollärarna har för tankar kring inflytande, de barn jag kallar de tysta barnen samt vad förskollärarna har för strategier för att inkludera dessa barn. Den kvalitativa undersökningen har genomförts med hjälp av semistrukturerade intervjuer där sex förskollärare har intervjuats för att synliggöra hur de arbetar. Intervjuerna transkriberades och resultatet kategoriserades utefter frågeställningen. Resultaten har analyserats och tolkats med hjälp av Vygotskys sociokulturella teori samt med fenomenografisk ansats, och i diskussionen har jag jämfört med tidigare forskning.Det framkommer att förskollärarna har en större medvetenhet kring att inkludera de tysta barnen än jag innan undersökningen hade befarat i min hypotes. Förskollärarna ser problematiken som finns, och med olika strategier gör de vad de kan för att se, höra och stötta dessa barn. Något som också framkommer är vilka styrkor som förskollärarna ser hos de tysta barnen. Vidare forskning skulle kunna göras genom att besöka verksamheterna för att göra observationer av hur det ser ut i realiteten.

Syftet med denna empiriska studie är att undersöka hur litteratursamtal påverkar mellanstadieelevers förståelse av läst skönlitteratur. Den tidigare forskningen presenterar positiva resultat vid användning av litteratursamtal i skolklasser. Flera forskare hävdar att litteratursamtal förbättrar och fördjupar elevernas förståelse. För att undersöka detta användes semistrukturerade intervjuer och ett litteratursamtal med sex sjätteklassare. Utgångspunkten för de två intervjuerna och litteratursamtalet var Chambers samtalsmodell och texten som användes var Astrid Lindgrens berättelse Allrakäraste syster (1973) som studiens urvalsgrupp fick läsa och diskutera. Den insamlade datan analyserades sedan utifrån studiens syfte och frågeställningar. Studiens resultat var av positiv karaktär och visade att en fördjupad förståelse för berättelsen uppstod efter litteratursamtalet. Hela urvalsgruppen återger en positiv bild av litteratursamtalet, samt att alla uppvisade bättre förståelse för berättelsen efter att de fått diskutera den med varandra.

Grammatikundervisningen i engelskämnet i den svenska grundskolans årskurs 4–6 har uppmärksammats som ett område där det finns ett behov av vidare forskning. Denna studie ska därför försöka öka kunskapen kring vilka undervisningsstrategier och lärandeteorier som några engelsklärare tar ställning till i sin undervisning. Fokus ligger på grammatik inom ämnet engelska, men även relationen till det svenska språket uppmärksammas. Studien har utgått från en sociokulturell teori då det är ett utvecklande gemensamt lärande som studiens resultat kommer att presentera. Semistrukturerade intervjuer utgör grunden för den empiriska undersökningen som därmed baseras på en kvalitativ metod. Deltagarna är eller har varit verksamma mellanstadielärare i olika kommuner runt om i Sverige. Resultatet och slutsatsen av den empiriska undersökningen uppvisade att lärarna i studien tar hänsyn till olika undervisningsstrategier för att utforma sin grammatikundervisning i engelska. Bland annat använder de läroböcker, digitala verktyg samt olika repetitionsuppgifter. Det framkom även att flera av lärarna utgick från beprövade erfarenheter vid sina grammatiklektioner och genom lärarnas utsagor framkom det att den sociokulturella teorin låg som grund till undervisningen. Det svenska språket har utifrån intervjuerna visat sig inte ha en betydande roll i det engelska klassrummet förutom vid grammatikgenomgångar i engelska. Slutligen visade resultatet att elevernas kunskaper mäts genom framför allt muntliga och skriftliga uppgifter som inte utgörs av grammatikprov. Grammar teaching in the English subject in the Swedish primary school years 4-6 has attracted attention as an under-researched area. This study will therefore try to increase knowledge about the teaching strategies and learning theories that some English teachers use in their teaching. The focus is on grammar in English but the relation to the use of the Swedish language has also been noticed. The study is based on sociocultural theory as the results from the study foreground the importance of collaborative learning. Semi-structured interviews form the basis for the empirical study, which means that it is based on a qualitative methodological point of view. The participants are, or have been, active primary school teachers in years 4-6 from different municipalities in Sweden. The results and the conclusion of the empirical study show that the teachers in the study consider different teaching strategies to design their grammar teaching in the English subject. Among other things, they use textbooks, digital tools, and various repetition assignments. It is also apparent that several of the teachers base their grammar lessons on best practice, and through the teachers’ statements it can be seen that the sociocultural theory is the foundation for their teaching. Based on the interviews, the Swedish language has not been shown to play a significant role in the English classroom except when going through grammatical issues in English. Lastly, the study shows that students' knowledge is primarily measured through oral and written assignments that are not grammar tests.

The purpose of the present study is to examine how a multicultural classroom affects the teaching of religion, and which conflicts teachers at secondary school and upper secondary school encounter in multicultural classrooms, as well as how these affect the school’s fundamental values. The study has been conducted through qualitative interviews with seven teachers who either teach religion at secondary school level or upper secondary school level.The study is based on the assumptions that multiculturalism affects teaching in the religion classroom and that there are conflicts where the conduct during the conflicts affects how schools work with their fundamental values. The study has a social constructionism approach where what teachers say about this study’s central concepts multiculturalism and conflict are studied. These concepts have then been used as a foundation for the analysis.The result of the study is that teachers are generally positive about a multicultural classroom for teaching religion; however, the study shows that there are both positive and negative aspects of this. The teachers in the study emphasized that the multicultural classroom, among other things, benefits the students' understanding of each other and that they can share and learn each other's experiences. The disadvantage of a multicultural classroom was considered by teachers to be the skepticism that can arise regarding their legitimacy as a mediator of knowledge. As for conflicts in the multicultural classroom in religion teaching, the result shows that teachers see conflicts as both positive and negative for the work on fundamental values, depending on its outcome. According to the teachers, a conflict can generate understanding and respect among the students, but also provide space for the students to express prejudices that lead to disagreements.Key

The aim of the study is to contribute knowledge and increase the understanding of teaching dance to students aged 16-18 with autism and ADHD in upper secondary school in Sweden by investigating teachers understanding of adaptation and the reason for students experiencing difficulties related to their diagnosis. The study also investigates the different strategies used by the teachers to adapt their teaching. The study uses a qualitative method and empirical data was collected through semi-structured interviews with four dance teachers. The data was analysed within the framework of a sociocultural perspective using concepts such as mediation, affordance and intellectual tools defined as given models for thinking. The results of the study show firstly that teachers’ understanding of different ways to adapt teaching and ways of understanding the reason for students experiencing difficulties, affects how they adapt and design their teaching. Secondly the study shows that the strategies used by the teachers mainly strives for making the teaching clear and predictable, to improve students’ self-esteem and to build good relationships to the students, and among the students. The study concludes that more knowledge about the subject is needed to further support the teachers in their work.

Studiens syfte är att undersöka vilka resurser som erbjuds i undervisningen inför och under textskapandet av berättande texter. Vidare syftar studien att undersöka vad som karaktäriserar de berättande elevtexter som skapas i undervisningspraktiken samt vilka samband som synliggörs mellan elevtexterna och lärarens undervisning. Det empiriska materialet i studien utgörs av observationer, fältanteckningar och elevtexter. Studien bygger på socialsemiotisk teori, där språket beskrivs som ett sätt att i ”sociala sammanhang skapa betydelser och kommunicera” (Holmberg & Karlsson 2019:201). I elevtexterna har ord och bilder analyserats med hjälp av verktyg från systemisk-funktionell lingvistik, en språkmodell som beskriver hur språket fungerar i kommunikativa sammanhang (Holmberg, Karlsson & Nord 2011:10). Studien visar att det finns en del tydliga samband mellan lärarens undervisning och elevernas texter. Det kunde även iakttas ett generellt mönster i elevtexterna utifrån innehållet och uppbyggnaden av texterna. Vidare visar resultaten att bilderna ofta uttrycker samma som orden i texten och att läraren verkar lägga störst fokus på den verbala texten.

The purpose of this study was to find out pre-school teachers´ perceptions on outdoor education based on the new curriculum, ”Lpfö18” which clarifies pre-school teachers´ responsibilities for the education. Furthermore I wanted to find out about pre-school teachers´ educational strategies in the outdoor environment. As a method, I have used qualitative semi-structured interviews, with six pre-school teachers from two different pre-schools whom I interviewed individually. The result of the study shows that the informants have quite similar perceptions on outdoor education. Outdoor education is used by pre-schoo teachers as a complement and it provides greater stimulation than the indoor environment. The place which is most associated with outdoors in the pre-school teachers´ opinion is the forest. Most pre-school teachers find that the definition of ´teaching´ is not a new phenomenon in pre-schools but it entails higher status now, in 2020. Higher status means professionality and greater responsibility regarding education in pre-school. The study also shows the informants´opinions about education and the strategies they use in outdoor environments. According to pre-school teachers, there are two types of education: the planned and the spontaneous. Most of the informants believe that there must be a purpose for teaching. The strategies pre-school teacher have in outdoor-education are the following: to be flexible and responsive for what the children have to say, to communicate with children and to familiarise them with animals, plants and phenomena that are not occurring in the indoor environment, having concrete material and observing children in order to discover their interests and needs during outdoor activities. Syftet med min undersökning var att bidra med kunskap kring förskollärares uppfattningar om utomhuspedagogik utifrån den reviderade läroplanen (Lpfö 18) som förtydligar förskollärares ansvar i undervisningen. Vidare ville jag få reda på vilket eller vilka sätt förskollärare undervisar på i utomhusmiljön. Jag har använt mig av kvalitativa semi-strukturerade intervjuer som metod. Jag genomförde enskilda intervjuer med sex förskollärare från två olika förskolor. I studiens resultat framkommer det att informanterna har övervägande samstämmiga uppfattningar kring utomhuspedagogik. Informanterna menar att utomhuspedagogik är ett komplement och ger större sinnesstimulering än innemiljön. Den plats som förknippas mest med utomhusverksamheten enligt förskollärarna är skogen. De flesta förskollärare tycker att undervisning inte är något nytt i förskolans verksamhet, men att det innebär en högre status nu, 2020. Med högre status menas professionalitet och även större ansvar angående utbildningen och undervisningen i förskoleverksamheten. Studien undersöker vidare förskollärares uppfattningar om undervisning och deras undervisningsstrategier i utomhusmiljöer. Förskollärarna talar om två typer av undervisning: den planerade och den spontana. De flesta informanterna anser att det behöver finnas något syfte med undervisningen för att kunna bedriva den. Förskollärarna i studien tillämpar följande undervisningsstrategier i utomhuspedagogik: att vara flexibel och lyhörd mot barnen, att kommunicera med barnen, att bekanta dem med djur, växter och fenomen som inte finns i innemiljön, att ha med konkreta material och att observera barnen för att kunna utgå ifrån deras intressen och behov.

The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.

The aim is to contribute to knowledge about teachers´work with motivation in mathematics teaching in compulsory schools for pupils with intellectual disabilities. This essay investigates what strategies teachers use and how teachers plan and teach to motivate their pupils. Furthermore the authors investigates what factors in education teachers find promote, respectively complicate the students´ ability to find motivation in the subject mathematics. The theoretical foundation consists of Bruner´s motivation theory. In the essay the authors consider the external motivation and the inner motivation from Bruner, to see what motivates the pupils mostly. The external motivation is created from grades and teachers´ credit. The inner motivation is created from curiosity, competence and reciprocity, according to Bruner´s theory. The reason why the essay uses Bruner´s motivation theory is because he has mathematic as example in his studies about motivation in education and several other essays and books refer to his theories (Alexandersson, 2009; Hein, 2012). The starting point of this essay is a qualitative study which contains interviews with ten teachers from eight different municipalities in the middle region of Sweden. The research articles this study is based upon show that teachers motivate pupils by using a variety of methods, differentiated teaching, uses concrete material and graphic organizers. In summary, the result indicates that teachers motivate pupils with a variety of methods and they differentiat the teaching for each pupil, they use concrete material and graphic organizers. In order to motivate the pupils in the subject of mathematics, it is of great importance to maintain good relations, starting by looking at their pupils´ different areas of interest and their own experiences. It is also important to divide the math lesson into smaller parts, so the pupils know what is going to happen and for how long they should work in order to keep up their motivation. The result of this essay indicates that teachers describe that their work in motivating pupils in mathematic teaching, is being sensitivity to the group, but also to the individual. Al of the teachers describe how they always reprioritize and alter their lesson planning in order to preserve and keep their pupils´ motivation.

Skolinspektionens granskning (2010) visar att elevers egna erfarenheter och kunskaper inte får tillräckligt med utrymme i deras bearbetning av texter, därmed uppfylls inte de övergripande mål som tydliggörs i Läroplanen för grundskolan, förskoleklassen och fritidshemmet (Skolverket 2019). Den föreliggande studiens syfte är därför att undersöka hur lärare i årskurs 4–6 arbetar för att ta tillvara på elevers tidigare erfarenheter och kunskaper vid läsning av skönlitteratur. För att fullgöra syftet med studien samlades data in med hjälp av semistrukturerade intervjuer och de som deltog i studierna var behöriga, undervisande lärare i årskurs 4–6. Studiens insamlade data analyseras med hjälp av en kategorisering som utformats efter studiens forskningsfrågor. De teoretiska ramar som formulerats för studien har sin grund i det sociokulturella perspektivet samt det hermeneutiska. Resultatet visar att de deltagande lärarna har en liknande syn på att ta tillvara på elevers egna erfarenheter och kunskaper. Lärarna anser att en läsundervisning som involverar elevers egna erfarenheter och kunskaper bidrar till en djupare förståelse för det lästa och det framkommer i resultatet att samtliga lärare tycker att det är viktigt. Ett vanligt förekommande verktyg hos lärarna är olika typer av lässtrategier och samtliga lärare visar på goda erfarenheter av och kunskaper kring användandet av dessa. Däremot visar studiens resultat att det skiljer sig åt hur lärarna visar en medvetenhet i sin undervisning för att främja ett metakognitivt tänkande hos eleverna. Således visar lärarna en mindre medvetenhet om användandet av undervisningsstrategier. Detta gäller även när det kommer till att arbeta medvetet med att ta tillvara på elevers egna erfarenheter och kunskaper.

This article describes the developmental work of feedback for students during their practicum periods at the vocational teacher education programme at Karlstad University. The vocational teacher education programme is based on distance studies which implies that the students can be spread all over the country. Although the students participate in some campus meetings, the university teachers are not able to visit students during their practicum periods of the programme. A digital conference tool, Adobe Connect, is therefore used for communication with the students and their supervisors in practicum. This article describes the developmental work of using the digital conference tool, which includes a filmed sequence of the student’s teaching. The filmed sequences are later shared and discussed in a group of fellow students and a teacher. The article also describes how a model inspired by the research-based Plato manual of discussing these teaching sequences is taking form. The intention of using this model is to proceed towards a joint research-based approach among the colleagues, and in this way improve the feedback to students regarding teaching strategies and instruction.

Enligt många teorier om läsning är läsförståelse en betydelsefull komponent för att bli en god läsare och likaledes en aktiv deltagare i samhället. Av den anledningen vill vi utforska detta ämne närmre. Syftet med denna konsumtionsuppsats är att belysa vad forskningen förespråkar som främjande undervisning för utveckling av läsförståelse. Studiens fokus är på frågeställningarna: Vilka undervisningsstrategier förespråkar forskningen för att stötta elever i att utveckla god läsförståelse? och På vilket sätt främjar dessa strategier utvecklingen av läsförståelse? Vår studie inriktar sig på årskurs F-3. Denna kvalitativa litteraturstudies resultat bygger på 14 vetenskapliga artiklar som belyser främjande undervisningsstrategier gällande läsförståelse. Vår metod för insamlingen av dessa artiklar utgick ifrån sökningar i olika databaser samt manuella sökningar. Analysen resulterade i tre övergripande teman. Dessa tre teman är: Undervisning med explicita instruktioner, undervisning med visualiseringar samt undervisning med utgångspunkt i språkets delar. Resultatet visar att de ovan nämnda undervisningsstrategierna som framkommit i artiklarna alla främjar utveckling av läsförståelse, men på olika sätt. Utifrån vår analys, framkom att samtliga undervisningsstrategier kräver att läraren har en aktiv, modellerande och stöttande roll, för att eleverna ska kunna utveckla läsförståelse och bli goda läsare.

Syftet med studien är att se vad lärare som undervisat årskurs 1 i matematik har för tankar kring vad taluppfattning är och hur de huvudsakligen undervisar eleverna i ämnet. I studien har det även undersökts vad lärare anser att eleven har för användningsområden av taluppfattning, både i den grundläggande matematiken och senare i livet. Studien har genomförts med hjälp av en elektronisk enkät där 75 lärare har besvarat frågorna. Enkäten har lagts ut i tre valda Facebookgrupper och lärare som undervisat inom matematik i årskurs 1 har fått möjlighet att svara på frågorna under en treveckorsperiod. Resultatet av studien visar på att majoriteten av lärarna anser att taluppfattning ingår inom de allra flesta av de matematiska områden som uppges i enkäten. Lärarna anser också att taluppfattning är mycket viktigt för eleven både i den grundläggande matematiken och längre fram i livet. Antalet områden som lärarna anser att eleverna har användning för sin taluppfattning inom var väldigt många, vilket visar att det kan vara svårt för en lärare att precist definiera vad taluppfattning är. De undervisningsstrategier som lärarna använder mest frekvent i sin matematikundervisning är genomgång och konkret material. The aim of this study is to investigate how teachers teaching 2nd Grade primary school in mathematics work with number sense and what methods they primary use in their teaching. This study also investigates, from a teacher’s perspective, the extent of which the pupils are using their number sense both in basic mathematics and later in life. The study has been conducted by a questionnaire where 75 teachers answered the survey. The survey was submitted through three Facebook groups and teachers who have been teaching 2nd Grade mathematics got the possibility to answer the questionnaire during a period of three weeks. The result of the study shows that most teachers believe that number sense is vital in almost all areas of mathematics stated in the survey. Teachers also believed that number sense is of great importance for the pupils, both when it comes to the basics of mathematics but also later in life. Teachers find it difficult to precisely define number sense. However, the teacher considers number sense to be of significant importance for the pupils. According to the survey, most frequently used teaching methods in early mathematics are review and concrete material.

Studiens syfte var att beskriva hur undervisning i grundskolan utformas för nyanlända elever samt hur utformningen av undervisningen inverkar på elevernas lärande och inkludering. Frågorna som belystes var; Hur motiverar olika skolor sin utformning av undervisning för nyanlända elever? Hur utformar de olika skolorna stöttning och extra anpassningar, så att nyanlända elevers lärande underlättas? Hur beskrivs synen på inkluderande undervisning och hur omsätts den i verksamheten på olika skolor? Studien genomfördes med kvalitativ fenomenografisk metod. Nio halvstrukturerade intervjuer genomfördes med rektor, specialpedagog och lärare på tre olika skolor. Resultatet visade att undervisning för nyanlända elever utformades olika skolor emellan samt att kunskap och erfarenhet var viktigt för att kunna utforma god undervisning. Vidare, att alla skolor strävade efter en inkluderande undervisning och att extra anpassningar eller stöttning genomfördes, för att elevernas individuella förutsättningar att nå målen skulle tillvaratas. Viljan fanns, men inte alltid kunskaperna eller förutsättningarna. Några verksamma åtgärder för ökad måluppfyllelse identifierades i studien. Stöttning var en förutsättning för att nå de individuella målen.Undervisning som var kognitivt utmanande samt utgick från elevernas kunskaper och erfarenheter och användande av modersmål i undervisningen lyftes som verksamma redskap, för att få eleverna engagerade i läsande och skrivande samt stärka språket. Samarbete inom skolan mellan olika yrkeskategorier, men också ett samarbete med vårdnadshavare var en förutsättning. Ökad inkludering nåddes när åtgärder vidtogs, som skapade goda förutsättningar för nyanlända elever att lyckas i skolan. Inkluderingssträvan var en ständigt pågående demokratisk process för alla människors rättigheter och lika värde. Den utgick ifrån idén att elevers olikheter var en tillgång, där elever erbjöds möjligheter att uppleva gemenskap och aktivt deltagande med hög pedagogisk vinst. The purpose of the study was to describe how teaching is designed in elementary school for newly arrived pupils, and to review the effects of this teaching. The questions being analyzed were: What is the motivation of the different schools in how they create their supportive teaching structure for the newly arrived students? How do the different schools organize their scaffolding, and how do they make adjustments, so that the learning of new arrivals is supported? How is inclusive education described, and how is it transformed into activities at different schools? The study used a qualitative phenomenographic methodology. Nine half-structured interviews were conducted with the principal, special educator and teacher at three different schools. The results showed that teaching for newly arrived pupils varies between schools, and that knowledge and experience is important in order to create a good teaching environment. Further, all schools aimed for an inclusive education, and that additional adjustments or supporting structures were implemented to ensure that the pupils' individual needs for achieving their goals were met. Not all schools had the knowledge or the right conditions for the implementation of an inclusive education, but all three had the will to try. Some methods for increased goal achievement have been identified as being particularly active in the study. Scaffolding was a prerequisite for reaching pupils’ individual goals, and one challenge was to decide on the right kind of pedagogy for the individual pupil. Education that was cognitively challenging, and on the pupil’s mother tongue, can all be used as active tools in order to get pupils involved in reading and writing and with the goal of strengthening their language. Collaboration within the schools’ different occupational categories, as well as cooperation with caregivers, were needed. Inclusion was achieved when the right action was taken to create good learning conditions for newly arrived pupils to succeed in school. The inclusion endeavor was ultimately based on an ongoing democratic process for all human rights and equal values. It was based on the idea that pupils' differences were an asset, offering students the opportunity to experience community and active participation with high educational gains.

Title: ”Welcome to 3a!”– An ethnographic case study on language-focused teaching in a linguistically and culturally heterogenic classroom The overall aim of this ethnographic case study is to study language-focused teaching in a multicultural Swedish school and a third grade composed of pupils with different linguistic and cultural backgrounds. The study focuses on the support of multilingual pupils offered by teachers and educators, on what didactic choices teachers make and what didactical methods are used during reading and writing lessons and on what language-focused teaching strategies the teachers and educators use. The results show that the school staff meet parents and pupils with openness, curious humility and advocate the use of dialogue for effective cooperation between school and home. Different vocational categories and educators with different linguistic and cultural backgrounds collaborate. They work solution-focused and language-oriented. The study shows didactical choices and methods used by teachers and educators and their reflections on the choices and methods. Working with words and texts is an important part of the lessons. Instructions, expressions of learning goals and delivery of working strategies are frequent. A variety of different methods is used, where many questions are asked and individual words or student responses are often repeated. The teachers work with clear frameworks and structure. The proximity and a good relationship with the pupils are valued. Professional cooperation is seen as a success factor and is a common feature of school life. The heterogeneity of the pupil group determines the choice of working methods. Building a Swedish vocabulary while developing knowledge is one of the most important objectives of teaching. The use of the Swedish language dominates the teaching A language-focused teaching strategy the teachers and educators use is the presentation of good examples. Strategies regarding writing, as well as behavioural instructions, were given. Confirmation and praise were expressed and subject-related questions and clues were given. The class teacher clearly orchestrates the classroom, where subject content and concepts are put in context and parallels are drawn. The class teacher refers to previous lessons and other subjects as well as adjusts her language to the students' linguistic levels. Different forms of visual support are used regularly. Overall, this dissertation highlights: (a) Working at a culturally and linguistically heterogeneous school means a daily balancing act between socialisation and inclusion. Future democratic citizens must be trained, the Swedish school and the subject of language have to be developed, while taking into account the linguistic habits and cultural expectations of the home. Swedish school culture is to be conveyed without emptying the families of previous experiences. (b) Pupils in need of a higher linguistic or knowledge-based challenge need to stand back for the collective structural and linguistic needs for support. Pupils with the greatest need for linguistic compensatory bridges between home and school receive support through multilingual staff directly at school if they belong to one of the language groups represented at the school. (c) In spite of experienced, committed and cooperative staff, L1 education remains a difficult task to complete. L1 education seems to meet many practical organisational and status-related challenges. By employing multilingual staff, alternative solutions were found. L1 education is experienced by several pupils student as being something voluntary and unnecessary.

Reading is a vital skill both in and outside of school. We are constantly in a world of letters through different types of media, newspapers, smartphones, work etc. You can’t escape it, because we see it everyday in our lives. Many studies point out that Swedish pupils’ reading ability has dropped severely and that the number of people with poor reading skills has increased. The studies show that the most common curriculum for reading classes is for the students to answer questions or write about what they have read in their books. The teacher’s reading skill is instrumental for developing the students’ reading ability. The purpose of this study is to investigate what learning strategies teachers use to develop students’ reading ability in their second-grade pupils of primary school. Three teachers will be interviewed and given the chance to describe their teaching style and approach to improving their ability to teach. Moreover, Langers (2005) three envisionment-worldswill be utilised: To be outside and step into a envisionment-world, to be in and move through a envisionment-world, To step out and think about what you know. So will Shulmans (1986) theory which is important for the teachers’ class structure. He divides the theory into three categories: subject matter knowledge, pedagogical content knowledge, and curricular knowledge. These are central competencies for teachers to adapt class structures based on the students’ different needs.To answer the questions asked in the research, I have used both observations and interviews to get a deeper understanding for the teachers’ different approaches. The observations have made it clear that the teachers mostly use to be outside and step into a envisionment-world in their classes. What is also clear is that the teachers did not work based on one reading strategy, instead they had combined the best of each reading strategy, creating their own strategy. The teachers were well-aware of their own competency and how they work to improve students’ reading ability. Lastly, both the observations and interviews also showed a lot of similarities in their class structures.

Inkludering är ett begrepp vilket kan antyda individens gemenskap med andra människor, en gemenskap baserad på upplevd ömsesidighet och delaktighet. Inkluderad kan även antyda att någon eller något ingår i en kontext, exempelvis att eleven är en del av gruppen eller att momsen är inkluderad i priset. Beroende på i vilken kontext begreppet används blir betydelsen olika. Inom svensk skolverksamhet ska alla barn erbjudas bildning samt stimuleras till livslångt lärande. Pedagoger inom skolverksamheten ansvarar för barn samt ungas bildning och ytterst ansvarig är rektor för att så sker. Forskning visar att inkludering är komplext inom svensk skolverksamhet och komplexiteten är till viss del utifrån hur pedagoger upplever funktionsnedsättningar och dels utifrån hur prioriteringar görs av rektor. Prioriteringar om budget, utbildning och tid till diskussion mellan pedagoger påverkar utfallet av den inkluderande skolverksamheten. Syftet med denna studie var att öka förståelsen för en grupp pedagogers uppfattning om inkludering i syfte att skapa en djupare förståelse för en inkluderande skolverksamhet. För att uppnå syftet utformades forskningsfrågor om vilken betydelse en grupp pedagoger tillskriver begreppet inkludering och inkluderande verksamhet, hur pedagogerna förhåller sig till sitt uppdrag att arbeta inkluderande i sina olika roller samt vilken betydelse pedagogerna tillskriver de undervisningsstrategier de använder i den dagliga verksamheten. För att besvara studiens frågeställning genomfördes tre gruppintervjuer med pedagoger verksamma inom en inkluderande skolverksamhet. Vid två intervjutillfällen var respondenterna två till antalet och vid en var de tre. Intervjuerna genomfördes med frågor av en öppen karaktär. Resultatet har analyserats med hjälp av denna studies teoretiska ramverk med fokus på inkludering inom svensk skolverksamhet, vad som anses vara ett funktionshinder, en grupp pedagogers undervisningsstrategier i grupper med inkluderade elever samt en skolverksamhets lärande. Studiens resultat visar att rektor har en överhängande betydelse i hur skolverksamheten utformas och i hur en gemensam förståelse om en inkluderande skolverksamhet kan skapas. Dessutom visar resultatet att pedagogens och skolledningens uppfattning om mänskliga rättigheter samt förståelse för funktionsnedsättningar av varierande grad, kan påverka elevens lärande i en inkluderande skolverksamhet. Slutligen visar resultatet att skolledningen i sin tur påverkas av politiska beslut och statliga styrdokument i hur en inkluderande skolverksamhet kan utformas och utvecklas. Inclusion is a term that can suggest the individual's community with other people, a community based on perceived reciprocity and participation. Included may also indicate that someone or something is included in a context, for example, that the student is included in the group or the VAT is included in the price. Depending on the context used, the meaning becomes different. In Swedish schools all children should be offered education and stimulated to lifelong learning. Educators and the school principal in schools are responsible for children as well as young people's education. Research shows that inclusion is a complex issue in Swedish school arenas, and the complexity is partly based on how educators experience disabilities and partly by how priorities are made by the principal. Priorities on budget, education and time for discussion between educators affect the outcome of the inclusive school activities. The purpose of this study was to increase understanding of a group of educators' perception of inclusion with a view to creating a deeper understanding of inclusive school activities. In order to achieve this purpose, research questions were formulated about the importance that a group of educators attributed to the concept of inclusion and inclusive activities, how educators relate to the commitment to work with inclusion in their different roles and the importance of that educators attribute to the teaching strategies they use in their daily activities. To answer the study's questiona, three group interviews were conducted with educators working in an inclusive school. At two of the interviews, with open questions, the respondents were two in number and at the third they were three. The data has been analysed using the theoretical framework of this study focusing on inclusion in Swedish school. The data deal with issues of what is considered a disability, the pedagogues´ teaching strategies in groups with students with disabilities as well as in terms of a school's organisational learning. The results of the study show that the principal has a crucial role in the design of the school activities in the creation of a common understanding of inclusive school activities. In addition, the result shows that the educator's and the school leadership's perception of human rights and of disabilities can affect to varying degrees student learning in inclusive school activities. Finally, the result shows that the school leadership in turn is influenced by political decisions and policy documents in how an inclusive school activity can be designed and implemented.

The study examines strategies used by voice coaches in small groups and how they apply cultural-mediating tools. The analysis is primarily based on Hultberg’s theory of cultural-psychological model of musical learning by making music (2009). However, here the strategies are defined as cultural tools through which knowledge is mediated, rather than as part of the framework. Three voice coaches have been observed through video recordings: two at Swedish kommunala kulturskolor (municipal cultural schools) and one at a gymnasium’s (high school) arts program. The study focuses on similarities rather than differences between the voice coaches. According to the study, the voice coaches use ten thematically different strategies, which they combine in different ways and together with other kinds of cultural-mediating tools. The strategies are: routine, questions, placement, mirroring, focusing, openness, peer resources, listening and performance, body awareness, and happiness. According to the analysis, it is possible to adapt the education to the individual abilities of each student through the use of these strategies. In addition, the distributed knowledge becomes an asset for the individual student as well as for the group through interaction.

Forskare menar att mediers alltmer betydelsefulla roll i ungdomars liv kan bidra till att stärka och sprida fördomar om olika religioner. Det finns dock begränsad forskning om hur mediers skildringar av religioner och dess utövare kan hanteras i religionsundervisningen. Studien syftar således till att undersöka på vilket sätt mediers skildringar av olika religioner och dess utövare hanteras i religionsundervisningen i årskurs 4-6. Studien är inspirerad av en fenomenologisk ansats och utgörs av semistrukturerade intervjuer med fem religionskunskapslärare i årskurs 4–6. Intervjuerna har spelats in, transkriberats och sedan analyserats med inspiration från en fenomenologisk analysmodell. Ur resultatet framkommer att alla lärare enbart diskuterar religiösa företeelser i medier som kopplas till islam, exempelvis IS terrordåd och den pågående flyktingkrisen. Studien visar också att lärarna inte använder sig av specifika tillvägagångssätt för att analysera mediers skildringar av religioner utan behandlas främst genom diskussioner med eleverna, där diskussionerna inte enbart sker i religionsundervisningen. Lärarna är eniga om vikten av att diskutera mediers skildringar av religioner eftersom det annars finns risk för att eleverna generaliserar och relaterar alla muslimer till de våldsamma konflikter som skildras i medier idag. The media's increasingly important role in young people's lives can according to scientists help to strengthen and spread prejudices about different religions. However, there is limited research on how media portrayals of religions and its practitioners can be handled in religious education. The study thus seeks to examine how media portrayals of different religions and its practitioners are handled in religious education in grades 4-6. The study is inspired by a phenomenological approach and consists of semi-structured interviews with five religious teachers in grades 4–6. The interviews have been recorded, transcribed and then analyzed with inspiration from a phenomenological analysis model. The result shows that all teachers only discusses religious media phenomena linked to Islam, such as the IS terrorist attacks and the ongoing refugee crisis. The study also shows that the teachers do not use specific approaches for analyzing media depictions of religions, but is treated primarily through discussions with the pupils, where the discussions do not solely take place in religious education. Teachers agree on the importance of discussing the media´s portrayals of religion as otherwise there is a risk that students generalize and relate all Muslims for the violent conflicts depicted in the media today.

The Swedish curriculum points out mathematical communication as one of the importantabilities that students need to develop. Previous studies show that students have not been given the right conditions to develop this ability sufficiently. The purpose of this study is to investigate how some Swedish teachers interpret mathematical communication and how the work with this takes place in their classrooms. The investigation consists of qualitative interviews with six teachers in the grades of Fk-3. The interviews have been focused around the teacher's interpretation regarding mathematical communication, how this is reflected in their work in the classroom and also if they see any advantages or difficulties in working with mathematical communication with their pupils. The result of the study shows that the teachers are well aware of the importance of communication and they have a will and an intention to let the pupils communicate mathematically. Mathematical communication is emphasized mainly as important for the pupil's learning and understanding. A difficulty some of the teachers mention is that communication needs time and there is a risk that pupils possibility to develop communicative abilities are limited and do not get the focus the teacher actually think is needed. Matematisk kommunikation framhålls som en viktig förmåga i våra styrdokument samtidigtsom granskningar har visat att eleverna inte alltid har givits tillräckliga möjligheter attutveckla denna förmåga. Syftet med detta arbete är att, utifrån en fenomenologisk ansats, undersöka hur några lärare tolkar och arbetar med matematisk kommunikation i årskurserna Fk-3. För att uppnå detta har kvalitativa intervjuer genomförts med sex yrkesverksammalärare som arbetar inom årskurserna Fk-3. Intervjuerna har berört lärarnas syn på matematisk kommunikation, hur detta tar sig i uttryck i deras klassrum, samt vilka möjligheter och svårigheter lärarna ser med att arbeta med matematisk kommunikation med eleverna. Resultatet visar att de intervjuade lärarna är väl medvetna om vikten av kommunikation inom matematik och att de har en vilja och avsikt att låta eleverna arbeta tillsammans inom matematiken. Den matematiska kommunikationen ses framförallt som viktig för elevernas förståelse och lärande. En svårighet några av lärarna upplever är att kommunikation kräver tid och några uttrycker att det, då det är många delar som ska hinnas med, finns en risk att elevernas möjlighet till kommunikation begränsas.

The thesis is based on eight vocational teachers’ life stories with the aim to provide knowledge about vocational teachers and their work with pupils in teaching in the industrial-technology programme, in the context of both a working life and a vocational education which is continuously changing. The thesis answers two research questions: 1) the themes that recur in vocational teachers’ life stories about how they meet and teach their pupils and 2) the teaching goals and strategies which emerge from vocational teachers’ life stories. All in all fifteen interviews were conducted from which life stories and teacher profiles were constructed. Results show five recurring themes in the teacher profiles. The themes are; to be a caring adult for vocational pupils, to teach them basic knowledge considered important for the education, to teach them respect and discipline, to teach them the value of fighting and not giving up, and to show them the possibility of international employment. Moreover, the teacher goals and strategies emerging from the life stories show that the teachers can be said to educate different types of industrial workers. In line with these results, vocational education can be seen as more than a preparation for working life. Vocational teachers with different life experiences create different relationships with their pupils in order to create opportunities for them to manage school and to succeed in a life after school. In an industrial-technical education and in a working life which is constantly changing, vocational teachers have received various educations and worked in various industries during different time periods. They both educate their pupils and prepare them for a future working life based on these experiences. Avhandlingen bygger på åtta yrkeslärares livsberättelser och syftar till att bidra med kunskap om yrkeslärare och yrkeslärares arbete med elever i undervisning på industritekniska programmet. Avhandlingen fokuserar återkommande teman i yrkeslärarnas livsberättelser med avseende på hur de möter och undervisar sina elever, samt olika undervisningsstrategier och mål som kommer till uttryck i det lärarna berättar om sin undervisning. Resultaten visar att yrkeslärarnas tidigare livserfarenheter har betydelse för hur de möter och undervisar eleverna på industritekniska programmet. Detta blir tydligt genom de fem teman som återkommer i deras livsberättelser. Dessa teman handlar om att vara en omtänksam vuxen för yrkeseleverna, att undervisa i viktiga grundkunskaper, att lära eleverna respekt och disciplin, att lära dem värdet av att kämpa och inte ge upp samt att visa på möjligheten arbete i andra länder än Sverige. Vidare visar de olika undervisningsmål och -strategier som framträder ur yrkeslärarnas livsberättelser att industriteknisk utbildning handlar om mycket mer än att förbereda eleverna för en framtida anställning. Förutom detta uppenbara mål visar resultatet att yrkeslärarna, utifrån sina olika livserfarenheter, också använder sig av olika strategier för att hjälpa eleverna att klara studierna, att visa på möjligheterna att läsa vidare samt att utveckla en yrkesstolthet.

The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes. This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals. No one should be excluded from their regular classroom. But for students with special needs to receive an equal education, there should be more resources in the classroom. Special educators should be more involved in the regular teaching, to create conditions to a school for all pupils. Keywords: Inclusion, pupils whit special educational needs, regular classroom teaching, special education, teaching strategies, a school for all.

Syftet med avhandlingen är att beskriva, analysera och förstå matematikundervisning på lågstadiet. Mer precist är syftet att undersöka vad denna undervisning ger elever i några klassrum möjlighet att lära då undervisningsinnehållet är skriftliga räknemetoder för addition och ubtraktion. Centrala frågor är vad lärare och elever gör i matematikklassrummet och vad eleverna, som en följd av undervisningen har möjlighet att lära. En fältstudie har genomförts i fem klasser med början på våren i år 2 och fortsättning under hösten i år 3. Sammanlagt 24 lektioner har videofilmats. Materialet har analyserats i två etapper, med början i en empiri nära, tematisk analys. Verksamhetsteorin är teoretisk utgångspunkt och analysverktyget som inspirerats av Engeströms modell för verksamhetssystem har varit vägledande i den andra etappen av analysen. Resultatet visar fyra typer av undervisningsverksamheter i matematik, vilka resulterar i möjligt lärande som varierar i förhållande till de förmågemål som anges i Lgr11. Det framgår också att de utmärkande metoder som lärare och elever använder kan ordnas i fem grupper, i huvudsak beroende på vilka kunskapsaspekter metoderna riktas mot. Det gäller metoder där procedurer, begrepp och samband, matematisk kommunikation och resonemang samt intresse och tilltro är i centrum, tillsammans med metoder som bidrar till stötestenar, vilka innebär utmaningar för både lärare och elever. Resultatet diskuteras mot bakgrund av forskning om undervisning och lärande i matematik med inriktning mot språklig kommunikation, användning av laborativt material, klassrumskultur och klassrumsorganisation. The aim of this study is to describe, analyse and understand teaching of mathematics in lower primary school. More precisely, the aim is to investigate what this teaching offers pupils in some classrooms in terms of learning, when the content of teaching is written calculation methods for addition and subtraction. Teachers’ and pupils’ activities are in focus, as well as what it is possible for the pupils to learn as a consequence of these activities. Collection of data has been carried out in five classes, starting in spring when the pupils were in second grade and finished by the end of the autumn, when the pupils were in third grade. The video-recorded material comprises a total of 24 lessons. The collected research material has been analysed in two steps, where the first step can be described as empirically oriented and thematical. The theoretical perspective is Activity theory (CHAT) and an analysing tool, inspired by Engeström’s model has guided the second step of the analysis. The result demonstrates four types of teaching activities in mathematics, which leads to possible learning that varies in relation to the educational goals set in the curriculum (Lgr11). It is also shown that teachers and pupils make use of a variety of characteristic methods, which can be sorted into five groups, primarily based on ability aspects that are actualised by different methods. These are methods, where (1) procedures, (2) concepts and connections, (3) mathematical communication and reasoning, and (4) interest and confidence are in focus. There is also a fifth group, but it deviates from the others, as it consists of methods that contribute to (5) stumbling blocks, which in turn means that they become challenges for teachers as well as pupils. The results are discussed in relation to other research about teaching and learning mathematics.

What do history teachers teach about? How do they represent it? Why do they choose to teach the way they do? The main purpose of this study is to analyse what teaching patterns and strategies history teachers in lower secondary schools use in their history teaching for pupils aged 13-16. An additional aim is to get hold of how teachers transform their knowledge and experiences into history teaching. The results are then compared to previous research concerning teaching strategies for history teachers in upper secondary schools. The language the teachers use when they talk about their teaching is also compared to the language found in the field of history didactic research. Through interviews with five experienced history teachers in two different school contexts their own speech about what they regard as the aim of the teaching of history, what they choose to teach about and what methods they use in history teaching make the foundation for this empirical study. It is the teachers’ words about their own practice, i.e. the thought processes of experienced teachers that are in focus. Although the study is based on the method of semi-structured qualitative interviews and in some aspects can be regarded as a Grounded Theory study, one theoretical point of view is developed from the thoughts around transformation of the subject history. It concerns how the teachers approach history teaching and what factors the teachers talk about as the main factors of influence. The study shows both similarities and differences between the teachers’ teaching patterns and strategies as well as between the teachers at lower secondary schools compared to those who teach at upper secondary schools. There seem to be individual patterns for each teacher where their subject matter competence alongside with their personal experiences and interest for the subject history are factors that seem to influence the way the teachers teach. The pupils are one main factor that seems to be important for the teachers in lower secondary schools, as is the use of the national curriculum when planning their teaching. Concerning transformation the question about what methods to use is observed to be the most central. The didactic why, what and how-questions in history teaching are found to be intertwined, and together they build what can be viewed as a teacher’s subject didactic teaching pattern. There are only hints that some of the teachers have developed more sustainable and consequent strategies for their history teaching. One result is that teachers, although they in some sense talk about historical didactic concepts, lack a historical didactic vocabulary to talk about their teaching. Baksidestext Vad väljer historielärare att undervisa om, vilka metoder används och varför gör lärarna de val de gör? I denna studie intervjuas fem erfarna högstadielärare i två olika skolkontexter. Lärarnas tal om vilka mål, vilket innehåll och vilka metoder som har varit mest centrala under deras senast genomförda historieundervisning ligger till grund för en beskrivning och tolkning av den didaktiska processen där lärare omformar sina ämneskunskaper och erfarenheter till konkret undervisning. De termer och begrepp lärarna använder när de talar om sin historieundervisning är liksom de omformningsfaktorer som påverkar lärarna i den didaktiska processen också av intresse. Resultatet visar att lärarna har funnit särskilda sätt att hantera skolämnet historia vilka kan betraktas som en lärares undervisningsmönster eller, i de fall där mönstret är mer varaktigt och sammanhållet, kan benämnas undervisningsstrategi. Studiens resultat visar både likheter och skillnader mellan lärarna, samt i jämförelse med tidigare studier av gymnasielärares undervisningsstrategier. Det språk lärarna använder liknar snarare den vokabulär som syns i läroplaner och läroböcker än det språk som används i historiedidaktisk forskning.

What do history teachers teach about? How do they represent it? Why do they choose to teach the way they do? The main purpose of this study is to analyse what teaching patterns and strategies history teachers in lower secondary schools use in their history teaching for pupils aged 13-16. An additional aim is to get hold of how teachers transform their knowledge and experiences into history teaching. The results are then compared to previous research concerning teaching strategies for history teachers in upper secondary schools. The language the teachers use when they talk about their teaching is also compared to the language found in the field of history didactic research. Through interviews with five experienced history teachers in two different school contexts their own speech about what they regard as the aim of the teaching of history, what they choose to teach about and what methods they use in history teaching make the foundation for this empirical study. It is the teachers’ words about their own practice, i.e. the thought processes of experienced teachers that are in focus. Although the study is based on the method of semi-structured qualitative interviews and in some aspects can be regarded as a Grounded Theory study, one theoretical point of view is developed from the thoughts around transformation of the subject history. It concerns how the teachers approach history teaching and what factors the teachers talk about as the main factors of influence. The study shows both similarities and differences between the teachers’ teaching patterns and strategies as well as between the teachers at lower secondary schools compared to those who teach at upper secondary schools. There seem to be individual patterns for each teacher where their subject matter competence alongside with their personal experiences and interest for the subject history are factors that seem to influence the way the teachers teach. The pupils are one main factor that seems to be important for the teachers in lower secondary schools, as is the use of the national curriculum when planning their teaching. Concerning transformation the question about what methods to use is observed to be the most central. The didactic why, what and how-questions in history teaching are found to be intertwined, and together they build what can be viewed as a teacher’s subject didactic teaching pattern. There are only hints that some of the teachers have developed more sustainable and consequent strategies for their history teaching. One result is that teachers, although they in some sense talk about historical didactic concepts, lack a historical didactic vocabulary to talk about their teaching. Baksidestext Vad väljer historielärare att undervisa om, vilka metoder används och varför gör lärarna de val de gör? I denna studie intervjuas fem erfarna högstadielärare i två olika skolkontexter. Lärarnas tal om vilka mål, vilket innehåll och vilka metoder som har varit mest centrala under deras senast genomförda historieundervisning ligger till grund för en beskrivning och tolkning av den didaktiska processen där lärare omformar sina ämneskunskaper och erfarenheter till konkret undervisning. De termer och begrepp lärarna använder när de talar om sin historieundervisning är liksom de omformningsfaktorer som påverkar lärarna i den didaktiska processen också av intresse. Resultatet visar att lärarna har funnit särskilda sätt att hantera skolämnet historia vilka kan betraktas som en lärares undervisningsmönster eller, i de fall där mönstret är mer varaktigt och sammanhållet, kan benämnas undervisningsstrategi. Studiens resultat visar både likheter och skillnader mellan lärarna, samt i jämförelse med tidigare studier av gymnasielärares undervisningsstrategier. Det språk lärarna använder liknar snarare den vokabulär som syns i läroplaner och läroböcker än det språk som används i historiedidaktisk forskning.

During my practical training period I observed that many of the students have a negative attitude against mathematics. I also observed that these students have a difficulty reaching the goals in the subject. In my opinion there are different factors that can be the reason to why these students experiences mathematics as a difficult subject in school. This is the reason why I wanted to find out which factors that lies behind the difficulties and how the pedagogues work to support these students. It is also significant that every single student get their rights to develop a positive attitude against mathematics and that the pedagogue supports the students in their development. The point with this degree project is to find out, with the help of three pedagogues, which factors that could lead to difficulties in mathematics with students. However, I also want to find out how the pedagogues teach out when they come across with students with mathematical problems. The three informants have many years of experience in teaching and they have worked with students in the elementary school for many years. They have also been teaching students with difficulties in mathematics. When I was interviewing the pedagogues I got the chance to give them attendant questions and also be accessory during the interview. The results of my study showed that there are different factors that can lead to difficulties in mathematics with students, but also that there are different kinds of ways to work for the pedagogue with students that have problems with the subject. These factors are emotional blocks, lacking in the teaching, reading- and writing difficulties and difficulties in the language. My study also showed that with the help from the pedagogue, the students can develop a more positive attitude against mathematics, thru social interactions, dialogues, group work and elaborative work.

The aim of this study has been to investigate, through the narratives of ex-perienced teachers, insights and strategies in the teaching of history in upper secondary school. Based on a flexible grounded theory, life history and theories of pedagogical content knowledge, seven experienced history teachers have been interviewed about their conceptions of history teaching. Development of insights into history teaching and the formation of knowledge can be described as involving both a refinement of practice and more revolutionary turning points. These insights emphasize that good knowledge of the subject is central for legitimacy and creativity. History teaching in Sweden is described as increasingly international and contem-porary, and focussed on students’ learning from various points of view. Varied teaching is stressed with the teacher in centre and also being able to take the role of arranger. Of importance is also the handling of teaching in history as a foundation course as well as an advanced or specialized course. Influences from other subjects have had a diverse impact at the same time as personal interests and experiences, as well as external influences, have been important for the development of strategies. History teachers’ teaching strategies may be described in terms of 1) multiperspectivity, where different points of view and interpretations of history are central; 2) narrative history, where through both major and minor stories, a chronological structure and animation of the subject of history are strived after; 3) social scientific history, which uses history to explain contemporary society through making comparisons and seeking general patterns; and 4) an eclectic strategy, which strives after varieties of an individualised teaching of history by allowing students to make their ways into history in diverse ways. The experienced history teachers’ narratives make evident how the subject of history can be transformed, they demonstrate different conceivable ways of teaching history and reveal its complexity. The teachers’ narratives show how, through their strategies in interaction with their insights in history teaching, they have created an overview and structure in the complex reality of teaching history. The teachers’ insights and strategies constitute a practice based contribution to a more experience informed practice and research on the teaching of history.