| 1. |
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| 2. |
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| 3. |
- Jensen, Mikael, 1969
(author)
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Ledarskapsteorier
- 2022
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In: Lärarens ledarskap - professionell pedagogisk praktik. - Malmö : Gleerups. - 9789151107172
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Book chapter (peer-reviewed)abstract
- Ledarskap är mångfasetterat och går att betrakta från flera olika synvinklar. Hur man än väljer att se på ledarskap fångar man bara ett fåtal aspekter. Detta har medfört att ledarskapsforskning är ett av de mest omfattande forskningsområdena och dessutom ett av de mest omtalade. Enigheten kring vad ledarskap är, är ganska låg. Så vad är ledarskap egentligen? Svaret på den frågan kan beskrivas med någon av alla de ledarskapsteorier som finns. Ju fler ledarskapsteorier man tar del av, desto bättre förstår man fenomenets komplexitet. I detta kapitel presenteras ett urval av ledarskapsteorier med relevans för lärares undervisning. De representerar en rad olika synsätt för att du som läsare både ska kunna se bredden inom ledarskapsforskning och kunna fördjupa dig i de teorier som du finner användbara.
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| 4. |
- Brodin, Jane, 1942-, et al.
(author)
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How many positive results on inclusion do we need to make a change?
- 2009. - Vol. 25
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In: Assistive Technology From Adapted Equipment to Inclusive Environments. - The Netherlands : IOS Press. ; , s. 708-712
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Book chapter (other academic/artistic)abstract
- The expectations of Information and Communication Technologies (ICT) as a tool for participation and equal opportunities for all have been highly valued within the European community. For children and young persons with disabilities the expecations have been of special importance as they have found their opportunities for inclusion on the agenda. Inclusion is not only a physical placement. Inclusion means to be part of, to share, to communicate and to be someone to count with. The aim of the article is to stress research on inclusion of children and highlight how ICT has been and still is used in the schools to enhance participation and equal opportunities for all. Our intention is to stress challenging research results and we ask 'how many positive results on inclusion do we need to make changes?' and 'where are all the progressive decision-makers who will implement the research results?'.
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| 5. |
- Svensson, Teresia, 1975-, et al.
(author)
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Miljövetenskaplig undervisning i högre utbildning
- 2016
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In: Pedagogik för högskolelärare. - Möklinta : Gidlunds förlag. - 9789178449378 ; , s. 262-288
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Book chapter (other academic/artistic)abstract
- Det finns didaktiska utmaningar och möjligheter relaterade till ett tvärdisciplinärtämnesområde som det miljövetenskapliga. En central fråga är hur miljövetenskapligutbildning kan utformas för att ge studenterna förutsättningaratt handskas med komplexa, idag möjligen okända, miljöfrågor i en kommandeyrkesverksamhet. I en svensk definition av didaktik är frågeorden Vad, Huroch Varför är centrala, vad bör en miljövetenskaplig utbildning innehålla,hur ska undervisningen genomföras och varför organiseras den som den gör?Det miljövetenskapliga ämnets framväxt har skapat läraktiviteter såsom: case,rollspel, debatt, och projekt. Alla har olika syfte vad gäller bearbetning av innehålloch färdighetsträning. Verklighetsanknuten undervisning är ett viktigt målinom det miljövetenskapliga utbildningsområdet och genom en genomtänktdesign kan studenterna få stöd för lärande inför de arbetsuppgifter de kommeratt möta i teori och i praktik.
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| 6. |
- Lilja Andersson, Petra, et al.
(author)
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Nursing students' experiences of assessment by the Swedish National Clinical Final Examination
- 2013
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In: Nurse Education Today. - : CHURCHILL LIVINGSTONE. - 0260-6917 .- 1532-2793. ; 33:5, s. 536-540
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Journal article (peer-reviewed)abstract
- The Swedish National Clinical Final Examination (NCFE) was established in 2007 in order to examine nursing students' clinical competence upon completing their Bachelor's degree in nursing. The NCFE constitutes an innovative method of examination, divided into two parts: a written and bedside test. The aim of this study was to evaluate nursing students' experiences of being assessed by means of the NCFE, in order to obtain information that could be used to improve the examination. A survey was conducted using a questionnaire with open-ended questions concerning the written and the bedside part of the NCFE. The answers from 577 third-year nursing students were analysed using content analysis. The nursing students regarded the NCFE as promoting further learning and as an important means of quality assurance. Its comprehensive nature was perceived to tie the education together and contributed to the students' awareness of their own clinical competence. The strengths of the NCFE especially highlighted were its high degree of objectivity and the fact that it took place in a natural setting. However, the students felt that the NCFE did not cover the entire nursing programme and that it caused stress. It thus appears to be important to reconsider the written theoretical part of the examination and to standardise the bedside part. (C) 2011 Elsevier Ltd. All rights reserved.
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| 7. |
- Nilsson, Jan, et al.
(author)
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Nurse professional competence (NPC) assessed among newly graduated nurses in higher educational institutions in Europe
- 2019
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In: Nordic Journal of Nursing Research Vol. 39(3) 159–167. - : SAGE Publications. ; 39:3, s. 159-167
-
Journal article (peer-reviewed)abstract
- Abstract Nursing education will play an important role in further advancing healthcare transformation in the future. The aim of this study was to assess and compare nursing education and self-reported professional competence among nursing students graduating with a bachelor’s degree from higher education institutions in Europe. Data were collected using the Nurse Professional Competence Scale including 88 items and eight competence areas. In total, 752 nursing students at 11 higher education institutions in Europe participated in the study, with a response rate of 88.7%. The highest measured mean scores were found in the competence areas ‘Value-based nursing care’ and ‘Medical technical care’ and the lowest were found in ‘Legislation in nursing and safety planning’ and ‘Education and supervision of staff and students’. Nursing students in central Europe scored significantly higher on seven out of the eight competence areas than nursing students in northern and southern Europe. In order to standardize and further develop nursing education in Europe, the assessment of nursing-related competences is of crucial importance.
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| 8. |
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| 9. |
- Uusimäki, Liisa, 1959, et al.
(author)
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VET Education for Sustainable Development in Sweden.
- 2024
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In: Ametller, J., Asikainen, E., Gual Oliva, M., & Němejc, K. Eds. (2024) Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework.. - Prague, Czech Republic : Czech University of Life Sciences.
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Book chapter (peer-reviewed)abstract
- The book “Teacher Training for Education for Sustainable Development: Developing a Shared Competence Framework” is tangible evidence of the collaborative efforts of committed researchers, educators and policy makers who are striving to improve the quality of teacher education for sustainable development. This work crystallizes valuable insights gained from in-depth research, workshops and interviews conducted in five collaborating countries, and lays the foundation for a unified competency framework that crosses borders and strengthens the global dialogue on education.
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| 10. |
- Sidenvall, Johan, 1974-, et al.
(author)
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Mathematical reasoning and beliefs in non-routine task solving
- 2015
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In: Current State of Research on Mathematical Beliefs XX. - Falun : Högskolan Dalarna. - 9789185941933
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Conference paper (peer-reviewed)abstract
- This paper explores low performing upper secondary school students’ mathematical reasoning when solving non-routine tasks in pairs. Their solutions were analysed using a theoretical framework about mathematical reasoning and a model to study beliefs as arguments for choices. The results confirm previous research and three themes of beliefs are used by the student. These themes are safety, expectations, and motivation. The results also show a connection between beliefs and imitative reasoning as a way to solve non-routine tasks.
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| 11. |
- Weldemariam, Kassahun, 1981, et al.
(author)
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Care and Social Sustainability in Early Childhood Education : Transnational Perspectives
- 2022
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In: Sustainability. - : MDPI AG. - 2071-1050. ; 14:9
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Journal article (peer-reviewed)abstract
- This article explores how the notion of care is conceptualised and described in early childhood education policies across countries in the majority (Ethiopia, Kenya and Zambia) and minority (New Zealand and Sweden) world. A central focus is the relationship and balance between care and education. The authors examined whether there are trends and tendencies to strengthen or weaken the care/education component at the expense of the other. Grounded in local and national knowledge, the authors employed a cross-national collaborative inquiry approach and interrogated the notion of care while extrapolating its implications for the endeavour to design socially sustainable early childhood education. The results revealed that care has remained ingrained within policies in the minority world, while there is a tendency to view it as separate from education in the majority world. Although quantitative goals for early childhood education and care still dominate the majority world, the importance of care and sustainable development are present in all policy documents across the five nations. The authors concluded that strengthening these promising policy endeavours paves the way towards effective educare approaches, which lay the foundation for social sustainability in early childhood education.
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| 12. |
- Cronhjort, Mikael, et al.
(author)
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Leadership and Pedagogical Skills in Computer Science Engineering by Combining a Degree in Engineering with a Degree in Education
- 2020
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In: 2020 IEEE Frontiers in Education Conference (FIE). - : IEEE. - 0190-5848. - 9781728189611 ; , s. 1-9
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Conference paper (peer-reviewed)abstract
- In this full paper on innovative practice, we describe and discuss findings from dual degree study programmes that combine a master's degree in engineering with a master's degree in education. This innovative study programme design has emerged in Sweden due to an alarming demand for more Upper Secondary School teachers in STEM subjects. Studies on alumni from these programmes indicate that the graduates are highly appreciated not only as teachers in schools, but also in business and industry, e.g. in roles as IT consultants and computer science engineers. Data indicate that the breadth of the combined education, and especially leadership and pedagogical skills, are important factors for these graduates' success as engineers.
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| 13. |
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| 14. |
- Hammerin, Zofia, 1986-, et al.
(author)
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The Conscious Use of Relationship - How Teachers Promote Student Health in Their Everyday Teaching
- 2023
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In: European Conference on Educational Research, ECER.
-
Conference paper (peer-reviewed)abstract
- IntroductionThis study explores the role of the teacher in working with student health in high school. Teachers have been identified as crucial in promoting student health and wellbeing but it is traditionally not considered a teacher task. The article presents findings from an empirical study in which the views of the teachers are in focus.School is considered a suitable and vital arena for working with the health of children and young people. This can be done by implementing various programmes and initiatives lead by teachers or other professionals, or in a more informal way in the everyday school practice.Student health has been and still is a concern for the Student Health Services (SHS). It is however with the teacher that the students spend most of their time in school. A good relationship with the teacher, support from the teacher in meeting academic demands and classroom participation has proven beneficial to student health. There is also a well-documented reciprocal relationship between health and academic achievement. Overall, the same factors which promote learning, also promote health.In Sweden, where the study is set, student health work “shall be primarily preventive and promoting” (Education Act, 2010:800). Teachers are not explicitly tasked with health promotion but stipulated to cooperate with the SHS regarding student health. While the teacher is not presented as a central actor in the Education Act, other guiding documents highlight the teacher as important for student health. Teachers thus have a role in working with student health but what this role entails is not clear in the governing documents.The aim of the article is to contribute knowledge about how Swedish high school teachers describe their role(s) in working with student health.Brief Previous ResearchStudent health work has been empirically explored before but the role of the teacher in this work is a field in need of further empirical investigation. Much of the research regarding teachers’ involvement in student health work examines various programmes and initiatives implemented at the respective schools. The focus of this article is how teachers describe their role in the informal, everyday student health work, not in a programme or an initiative.Teacher involvement in health promotion has been criticized. Student mental health promotion can be regarded as an additional task to the existing abundance of teacher tasks. Expanding the role of the teacher is criticized as it can cause added stress and pressure. Lastly, teachers’ increased awareness of mental health problems among children and adolescents, can result in teachers starting to identify many behaviors and experiences previously deemed ordinary or understandable, as indicative of mental health problemsThis study contributes knowledge about how teachers describe their roles in student health promotion. This knowledge can be used to improve student health promotion further and contribute added understanding of the complex professional role of the teacher.Theoretical Points of DepartureThe study is based on theories of social constructivism in which social phenomena are understood and become active deeds by means of human interaction; people interpret, reinterpret, negotiate, and use various strategies to influence which interpretation takes precedence, thereby influencing how a phenomenon is understood.Methodology, Methods, Research Instruments or Sources UsedThe empirical data used in this article was collected in connection with a larger qualitative study conducted in two Swedish high schools. Ten teachers participated in the study, with teaching experience from between four and 22 years.The data was collected using semi-structured individual interviews where six open-ended questions guided the interviews. Follow-up questions were formulated in order to gain a deeper understanding of their answers. The interviews were recorded and transcribed verbatim.The data was analysed using qualitative content analysis. After the interviews were read through several times, sections of the interviews pertaining to the aim of the article were selected. These sections were read again and meaning units, i.e. statements that uncovered something related to the aim, were extracted. The extracted meaning units were condensed and coded, resulting in 102 codes. These codes were then grouped into themes, in an iterative process involving, re-reading of the selected interview sections as well as the whole interviews. The groupings were based on the relationship and underlying meanings regarding differences and similarities.Conclusions, Expected Outcomes or FindingsThe teachers clearly recognize and describe their work with student health in the everyday teaching.Tentative results show one main theme and four themes describing the different internal roles of the teacher as health promotor. The main theme is Conscious use of relationship to facilitate health and learning. The themes are The role of a caring adult, The role of a coach, The role of a student centred pedagogical leader and The role of security creator. The purpose of all the internal roles mentioned above, is to create a professional relationship with the students which is health promoting.There are no colclusions yet, but it is clear that the teachers consider health promotion a teacher task, not in conflict with their professional role but rather integrated with it.References Burr, V. (2015). Social constructionism. Routledge. Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse education today, 24(2), 105-112. https://doi.org/10.1016/j.nedt.2003.10.001 Gustafsson, J.-E., Allodi Westling, M., Alin Åkerman, B., Eriksson, C., Eriksson, L., Fischbein, S., Granlund, M., Gustafsson, P., Ljungdahl, S., Ogden, T., & Persson, R. S. (2010). School, Learning and Mental Health: A systematic review. Hammerin, Z., Andersson, E., & Maivorsdotter, N. (2018). Exploring student participation in teaching: An aspect of student health in school. International journal of educational research, 92, 63-74. https://doi.org/10.1016/j.ijer.2018.09.007 Partanen, P. (2019). Health for learning - learning for health. The Swedish National Agency of Education. Phillippo, K. L., & Kelly, M. S. (2014). On the Fault Line: A Qualitative Exploration of High School Teachers’ Involvement with Student Mental Health Issues. School Mental Health, 6(3), 184-200. https://doi.org/10.1007/s12310-013-9113-5 Pössel, P., Rudasill, K. M., Sawyer, M. G., Spence, S. H., & Bjerg, A. C. (2013). Associations between Teacher Emotional Support and Depressive Symptoms in Australian Adolescents: A 5-Year Longitudinal Study. Developmental Psychology, 49(11), 2135-2146. https://doi.org/http://dx.doi.org/10.1037/a0031767
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| 15. |
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| 16. |
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Learning as social practice: Beyond education as an individual enterprise
- 2021
-
Editorial collection (other academic/artistic)abstract
- This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.
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| 17. |
- Blanck, Sara, 1980-
(author)
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Elever möter samhällsfrågor : Didaktiska och bildningsteoretiska perspektiv på samhällsorienterande undervisning om epoktypiska samhällsfrågor
- 2023
-
Doctoral thesis (other academic/artistic)abstract
- Med utgångspunkt i didaktik och bildningsteoretiska perspektiv är syftet med denna avhandling att undersöka och analysera ämnesövergripande undervisning om epoktypiska samhällsfrågor i grundskolan för att utveckla kunskap om undervisningens didaktiska möjligheter och utmaningar.Avhandlingen är en sammanläggning och består av tre ingående texter: en licentiatuppsats om samhällskunskapsämnet i ämnesintegrerad undervisning som genomfördes 2012–2014 samt två artiklar från forskningsprojektet ”Att utveckla undervisning i samhällsfrågor: om didaktiska val i SO-ämnena i grundskolans mellanår 4-6” som genomfördes 2017–2022. I de empiriska undersökningarna användes olika metoder såsom observationer och ljudinspelning av undervisning, intervjuer med lärare, enkät, fokusgruppsintervjuer med elever samt forsknings- och utvecklingscirkel tillsammans med lärare. Vid analysen används didaktiska och bildningsteoretiska perspektiv för att analysera empirin. Resultaten presenteras i form av så kallade curriculumprinciper som kan fungera som utgångspunkter för lärares didaktiska analys, val och handlingar, när det kommer till undervisning om epoktypiska samhällsfrågor. Genom en analys av de didaktiska relationerna visas betydelsen av att lärarens didaktiska val görs utifrån ett relevant och kraftfullt innehåll som också blir meningsfullt för elevers samtid och framtid. Fyra curriculumprinciper föreslås som utgångspunkter för lärare när de planerar och genomför undervisning om epoktypiska samhällsfrågor. De två första principerna handlar om hur ett flerdimensionellt bildningsbegrepp, där kognitiva, etiska och estetiska dimensioner samverkar, kan utgöra en målsättning för undervisningen. Innehållet kan struktureras i ämnessamspel med skolämnenas olika bidrag till förståelsen av dessa komplexa samhällsfrågor. Den tredje och fjärde principen har utgångspunkt i dels elevers begreppsliga utveckling genom autentiska exempel och inferenser dels i hur lärares didaktiska val av exempel blir betydelsefulla för hur innehållet förstås av eleverna.
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| 18. |
- Weldemariam, Kassahun, 1981, et al.
(author)
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(Re)thinking teacher education in the Anthropocene. Perspectives from South Africa and Sweden
- 2022
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In: Science and Technology Teacher Education in the Anthropocene. - New York : Routledge. - 9781032039947 ; , s. 55-73, s. 55-73
-
Book chapter (peer-reviewed)abstract
- This study is a critical inquiry on how teacher education programmes respond to the contemporary Anthropocene era and associated challenges. Theoretically, the study is framed within critical inquiry framework. Data is generated through comparative analysis of four teacher education programmes in South Africa and Sweden: University of Gothenburg, Karlstad University, University of the Witwatersrand and University of Limpopo. The analysis is anchored around these four aspects: essence of the programme, views of knowledge, goals and learning outcomes and core competence emphasised. Although there are some varieties, findings indicate that across the four programmes, there is an emphasis on: mastery of content, subject specialisation, theoretical knowledge, teaching methods/didactical competence, assessment and leadership competence. While these knowledge and skill areas remain vital, we argue that there is an inevitable need to challenge and even demystify education at large, and teacher education in particular, in today's precarious Anthropocene era. Given impending catastrophe, we argue that it is high time for teacher education to pose and address these existential questions pertaining to Anthropocene and prepare teacher trainees accordingly.
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| 19. |
- Gardulf, A, et al.
(author)
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The Nurse Professional Competence (NPC) Scale: A tool that can be used in national and international assessments of nursing education programmes.
- 2019
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In: Nordic Journal of Nursing Research. - : SAGE Publications. - 2057-1585 .- 2057-1593. ; 39:3, s. 137-42
-
Journal article (peer-reviewed)abstract
- Abstract The quality of basic nursing bachelor programmes nationally and internationally must regularly be assessed to ensure that they fulfil requirements and are appropriate in relation to developments and changes in societies and healthcare systems. There is a need for instruments in helping to assess this. The aim of this study was to investigate whether the Nurse Professional Competence (NPC) Scale could serve as a tool to measure and detect possible differences between universities/university colleges regarding nursing students’ self-reported competence. Totally, 543 nursing students who had just completed their academic three-year nursing bachelor programmes at 10 universities/university colleges in Sweden participated in the study (response rate 71%). The students answered the NPC Scale with its 88 items constituting eight competence areas (CAs) and two overarching themes. The results from using the NPC Scale by the students were then compared between the 10 universities/university colleges. Significant mean score differences were found between the universities/university colleges on all CAs and on both themes. The highest mean score differences were found for the CAs ‘Medical and technical care’ and ‘Documentation and information technology’. The lowest mean score differences were found for the CAs ‘Value-based nursing care’ and ‘Leadership in and development of nursing’. It is concluded that the NPC Scale can serve as a useful tool in national and international assessments of nursing bachelor programmes.
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| 20. |
- Brodin, Jane, 1942-, et al.
(author)
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IRIS Teacher Training : CD
- 2009
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Other publication (other academic/artistic)abstract
- CD in English from the IRIS Teacher Training package. International cooperation between Austria, Belgium, Catalonia (Spain), England, Portugal and Sweden. Focus is on inclusive education and classroom climate.
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| 21. |
- Jensen, Mikael, 1969
(author)
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Learning about environmental issues with the aid of cognitive artefacts
- 2008
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In: SSKKII Publications. - 1653-8420.
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Journal article (other academic/artistic)abstract
- When looking at the issue of learning about environmental problems many difficulties stem from their inherent abstractness which causes difficulties because humans have a problem understanding information that is not directly perceivable. We primarily create our lives on perceivable information and by imitating other people. This paper will examine the limitations of the human mind and it will discuss environmental problems that we can't grasp, but on the other hand it will discuss our cognitive capacities and the kind of tools we can use, and how these might be handled by educators. The tools discussed are: models and miniatures, metaphors and analogies, tracking, key questions, and (participatory) stories. The cognitive science approach is just one way of looking at the issue but it can be useful when dealing with educational challenges.
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| 22. |
- Jensen, Mikael, 1969
(author)
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Motivation och lärande
- 2015
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In: Fritidshemmet och skolan. - Lund : Studentlitteratur. - 9789144100937
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Book chapter (peer-reviewed)
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| 23. |
- Langegård, Ulrica, 1969, et al.
(author)
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Nursing students' experiences of a pedagogical transition from campus learning to distance learning using digital tools.
- 2021
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In: BMC nursing. - : Springer Science and Business Media LLC. - 1472-6955. ; 20:1
-
Journal article (peer-reviewed)abstract
- The use of distance education using digital tools in higher education has increased over the last decade, particularly during the COVID-19 pandemic. Therefore, this study aimed to describe and evaluate nursing students' experiences of the pedagogical transition from traditional campus based learning to distance learning using digital tools.The nursing course Symptom and signs of illness underwent a transition from campus based education to distance learning using digital tools because of the COVID-19 pandemic. This pedagogical transition in teaching was evaluated using both quantitative and qualitative data analysis. Focus group interviews (n=9) were analysed using qualitative content analysis to explore students' experiences of the pedagogical transition and to construct a web-based questionnaire. The questionnaire comprised 14 items, including two open-ended questions. The questionnaire was delivered to all course participants and responses were obtained from 96 of 132 students (73%). Questionnaire data were analyzed using descriptive statistics and comments from the open-ended questions were used as quotes to highlight the quantitative data.The analysis of the focus group interviews extracted three main dimensions: didactic aspects of digital teaching, study environment, and students' own resources. Social interaction was an overall theme included in all three dimensions. Data from the questionnaire showed that a majority of students preferred campus based education and experienced deterioration in all investigated dimensions after the pedagogical transition. However, approximately one-third of the students appeared to prefer distance learning using digital tools.The main finding was that the pedagogical transition to distance education reduced the possibility for students' social interactions in their learning process. This negatively affected several aspects of their experience of distance learning using digital tools, such as reduced motivation. However, the heterogeneity in the responses suggested that a blended learning approach may offer pedagogical benefits while maintaining an advantageous level of social interaction.
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| 24. |
- Örbring, David, 1981-
(author)
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Geografiska perspektiv i utbildning av lärare i samhällskunskap
- 2014
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In: Nordidactica. - Karlstad : CSD Karlstad. - 2000-9879. ; 1, s. 41-52
-
Journal article (peer-reviewed)abstract
- Teachers in Social Studies can benefit from geographical perspectives in their teaching of Social Studies in elementary and high school. The aim is to connect geographical perspectives to various social processes and to integrate it in teaching of Social Studies. But how can the relevance of geographical perspectives in an education for teachers in Social Studies be motivated and to what benefits can it be internalized? I will try to answer that question in this article. This relevance is mainly, with basis in a literature study, focused on democracy, sustainable development and digital literacy. It is also relevant by giving teachers a broader teaching skill and thus they are able to help pupils achieve higher-order skills.
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| 25. |
- Brantefors, Lotta, 1952-, et al.
(author)
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Human Rights Education as Democratic Education The Teaching Traditions of Children's Human Rights in Swedish Early Childhood Education and School
- 2019
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In: The International Journal of Children's Rights. - Pa Leiden : Brill Academic Publishers. - 0927-5568 .- 1571-8182. ; 27:4, s. 694-718
-
Journal article (peer-reviewed)abstract
- This article examines the teaching traditions of children's human rights in four levels of education in Swedish early childhood education and school by drawing on a three-year long didactic (Didaktik) research project on the teaching and learning of human rights. The purpose of the article is threefold. First, the aims, content and methods used in the teaching of the four levels are compiled. Second, the main characteristics of the observed teaching are analysed. Third, the question of why rights are taught is examined using Roberts' concept of curriculum emphases (1982). The article identifies the aims, content and methods used within each level of education and the main characteristics of the teaching of human rights and shows that the teaching of human rights often consists of the content themes interaction and the life conditions of others. When further analysed, the main conclusion is that the teaching tradition of human rights is strongly rooted in the fundamental and democratic values on which Swedish education is based (Education Act, 2010) - a democratic curriculum emphasis.
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