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Hur uppfattas elevsamtalet av elever och lärare?
2005 (Swedish)Independent thesis Basic level (professional degree)Student thesis
Abstract [sv]

På den skola jag jobbar har vi infört något som vi kallar för elevsamtal, där varje elev får en egen pratstund med sin lärare två till tre gånger om året. Vi fick idén sedan vi hade besökt en skola i Norge, som hade regelbundna individuella samtal med sina elever. Syftet med mitt projekt var att undersöka hur samtalen fungerade ute i klasserna. Skolans syfte med elevsamtalen var att öka elevernas inflytande över sin egen trivsel, sitt lärande och sin utveckling, samt att göra eleverna medvetna om sitt inflytande på individnivå. Min frågeställning var: Hur uppfattas elevsamtalet av eleverna och lärarna, mot bakgrund av skolans intentioner? Min huvudsakliga slutsats blev att elevsamtalen behövs för att eleverna skall få bekräftelse och bli sedda. Utvecklingssamtalen blir betydligt mer stimulerande och aktiva för eleven med hjälp av elevsamtalet som förberedelse.

Abstract [en]

I, Camilla Traneving am working in a school where we have student conversations. (In Swedish elevsamtal.) All the students have a private conversation with their teacher, whole they are discussing the students school situation. These conversations are taking place three or four times a year. We got the idea from Norway, and got introduced to their students conversations when we visited a school there. The purpose from our school’s point of vie, is that the students will have more influence over their school situation, learning situation and to make the student be aware about their influence as individuals. We have been working with these student conversations in our school for one year and a half. In this investigation I have interviewed teachers and students about their experiences with the student conversations. My conclusion is that the students conversations are needed for the students to get conformation and to be “seen” by the teacher. The student conversation is also a god preparing for the parents meeting. The student can be more prepared and more active and tell what he wants to learn in the future an how to reach this goal.

Place, publisher, year, edition, pages
2005. , 31 p.
Identifiers
URN: urn:nbn:se:kau:diva-60494Local ID: LP-08OAI: oai:DiVA.org:kau-60494DiVA: diva2:1125295
Educational program
Teacher education
Available from: 2017-07-13 Created: 2017-07-13

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CiteExportLink to record
Permanent link

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Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf