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"Förhoppningsvis når man alla någon gång": - en kvalitativ studie om individanpassad undervisning
University of Skövde, School of Humanities and Informatics.
University of Skövde, School of Humanities and Informatics.
2009 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

 

Litteratur som berör begreppet individanpassad undervisning framhåller både positiva samt negativa aspekter, vad beträffar detta arbetssätt. Med denna bakgrund fann vi det intressant att undersöka hur verksamma pedagoger i grundskolans tidiga år, uttrycker sig om individanpassad undervisning. För att studera hur det ser ut i verksamheten, valde vi att använda oss av en kvalitativ metod med intervjuer som teknik för insamlande av data. Det material som samlats in har analyserats och beskrivits med hjälp av teorianknytning. Resultatet visade att tidsrelaterad individualisering är den form som tillämpas mest i undervisningen, men respondenterna poängterar också betydelsen av att anpassa undervisningen till den nivå där eleven befinner sig, det vill säga svårighetsrelaterad individualisering. Respondenterna vidhöll även att denna arbetsform är till fördel för de svagpresterande eleverna, något som skiljer sig från den forskning som framkommit inom området. En annan intressant aspekt som vi kunde urskilja utifrån resultatet, var att det fanns motsättningar mellan pedagoger och forskare huruvida individanpassad undervisning, är en illusion eller verklighet. Ett hinder som respondenterna lyfter fram är att det i dagens skola förekommer stora klasser med bara en pedagog, vilket innebär att det kan vara svårt att få tiden att räcka till för att organisera en individanpassad undervisning.

 

Abstract [en]

Literature that contains the concept individual tailored education show both positive and negative aspects, regarding this method. With this background, we found it interesting to examine how active teachers, in the compulsory school, express about individual tailored education. In order to study how it is in the reality, we have chosen to use us of a qualitative method, with interviews for collecting of information. The information that was gathered have then been analyzed and described with the aid of theory connection. The result showed that timerelated individualization is the most common type that teachers applies in their education, but the respondents also points out the importens to adapt the education on the basis of each individual, in another word difficultrelated individualization. The respondents maintained also that this work form is to advantage for the pupils who have difficulties, something that distinguish from research within the area. The study also showed another interesting aspect, namely that there were contradictions between teachers and researchers, whether individual tailored education is an illusion or if it is reality. An obstacle that the respondents points out is that the school of today has big classes with only one teacher, which means that it, according to time, can be difficult to organize individual tailored education.

Place, publisher, year, edition, pages
2009. , 30 p.
Keyword [en]
Individual tailored education, individualization, conditions, needs
Keyword [sv]
Individanpassad undervisning, individualisering, förutsättningar, behov
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:his:diva-2809OAI: oai:DiVA.org:his-2809DiVA: diva2:201073
Presentation
(English)
Uppsok
samhälle/juridik
Supervisors
Examiners
Available from: 2009-03-04 Created: 2009-03-02 Last updated: 2009-04-08Bibliographically approved

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Andersson, Kajsa-StinaKarlström, Pernilla
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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
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  • nn-NB
  • sv-SE
  • Other locale
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Output format
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