Individanpassad undervisning : En kvalitativ studie utifrån flera pedagogers perspektiv

The school inspectorate surveys illustrates problems and difficulties for teachers to suit individualized instruction. Therefore, the purpose of the study to investigate whether and in what ways some pedagogues experiences and practice offers the individualized instruction that the governing documents require. The study is based on a qualitative method in the form of semi-structured interviews and observations with four experienced pedagogues. I have been using Piaget's theory of the concrete material's importance for learning and also Vygotsky's theory of the proximal development zone. The results showed that pedagogues understand the importance of individualized instruction. A pedagogue individualizes the instruction by offering various materials, the students are allowed to work very independently and at their own pace. The instruction is based on the children's needs and interests by offering various tasks, materials and methods. The results also showed that various factors make it difficult for pedagogues to individualize the instruction and entirely meet all pupils' different needs and circumstances. These factors are lack of time and resources. This because there are too many pupils in the classroom that requires a lot of time and various concrete materials