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Individanpassad undervisning
2006 (Swedish)Independent thesis Basic level (professional degree)Student thesis
Abstract [sv]

I min rapport har jag intresserat mig för vad det är som gör att lärande sker. Jag har valt att se lärandeprocessen ur ett sociokulturellt perspektiv för att sedan gå in djupare med en undersökning av individanpassade arbetsformer. Min rapport begränsar sig till att handla om en skolas sätt att individanpassa sin undervisning. Jag har valt att göra kvalitativa intervjuer med sju pedagoger från förskoleklass upp till årskurs sex. Resultatet från min undersökning visar att individanpassad undervisning bygger på att lära eleverna strategier och arbetssätt för att kunna arbeta självständigt. Den metod som fungerade bäst var att arbeta efter olika arbetsscheman där svårighetsgraden och antalet uppgifter kunde anpassas efter eleven. Antalet resurser, klasstorlek och läromedel avgjorde pedagogernas möjlighet till individanpassning. Det var egentligen bara i halvklass individanpassning fungerade fullt ut. En pedagog lyckades bättre än de andra med individanpassad undervisning på grund av att den pedagogen tog tillvara elevernas intresse och att undervisningen varvades med inslag av lek. Nyckelord: individualisering, lärandemiljö, pedagog, sociokulturellt perspektiv

Abstract [en]

I have focused my report on the details that makes learning happen. I have chosen to view the process of learning from a social/cultural perspective and proceeded into a deeper investigation of individually adapted working methods. My report is limited to deal with the methods of individual adaptation of teaching used by a school. I have chosen to conduct qualitative interviews with seven teachers teaching from pre-school up to sixth grade. The result of my investigation shows that the foundation of individual adaptation of teaching rests upon providing the pupils strategies and working methods making them able to work independently. The method that was most efficient were to use different working schedules where the degree of difficulty and the number of exercises were chosen to suit each pupil. The number of personnel, the size of the classes and the educational materials decided the possibilities of individual adaptation for the teachers. Individual adaptation of teaching was fully functional really only during half class sessions. One teacher succeeded better in individually adapted teaching compared to the rest because this teacher took charge of the interests of the pupils and the education was varied with elements of play. Keywords: educationalist, individualisation, learning environment, social/cultural perspective

Place, publisher, year, edition, pages
2006. , 38 p.
Identifiers
URN: urn:nbn:se:kau:diva-61491Local ID: LP-34OAI: oai:DiVA.org:kau-61491DiVA: diva2:1126303
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