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Infärgningens nyanser: Tolkningar av infärgning vid kärn- och karaktärsämnen på gymnasiet ur ett lärarperspektiv
University of Skövde, School of Humanities and Informatics.
University of Skövde, School of Humanities and Informatics.
2008 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med studien var att undersöka de möjligheter respektive svårigheter sex behöriga karaktärs- och kärnämneslärare på en gymnasieskola upplever med infärgning i undervisningen.

Studien är kvalitativ och inleddes med en pilotundersökning och följdes därefter av sex intervjuer med gymnasielärare som alla har erfarenheter av yrkes- och studieförberedande program.

Teorin som valts att koppla till består av en definition av vad infärgning innebär, sätt att se kunskap på samt studier där teori integrerats med praktik i undervisningen.

Resultaten tyder på att en stor svårighet för lärare som arbetar med infärgning är att enas om en gemensam uppfattning om infärgning. Stora faktorer för denna kollektiva förståelse är samarbete och planering. Vidare kan förändringar av lokaler och scheman förbättra situationer då samarbetet inte fungerar. Detta innebär bland annat att skolans organisation bör ta ett större ansvar för att följa upp arbetet med infärgning. Resultaten av studien visar att lärarna anser att infärgning kan innebära att elever ser ett större samband och i längden lär sig mer.

Abstract [en]

The purpose of the study is to examine the possibilities and difficulties, which six qualified teachers of subjects specific to programs and core subjects at an upper secondary school see.

The study is qualitative and began with a pilot survey and was followed by six interviews with upper secondary school teachers who all have experiences of vocational- and preparing for ensuing studies programs. The interviews were performed at the school which made the respondents feel safe and therefore gained a higher quality in the answers.

The theories chosen consists of a definition what integration of subjects specific to programs and core subjects involves, ways to look at knowledge and a description of when theory integrates with practice in the education.

The results indicate that a big difficulty for teachers who work with integration of theoretical subjects and practical subjects at the vocational training education is to agree on a common opinion of integration of theoretical subjects and practical subjects at the vocational training education. Mayor factors for this collective understanding are cooperation and planning. Further more can changes of premises and schedules prevent situations where the cooperation doesn’t work. This means among other things that the school’s organisation ought to take a bigger responsibility, carry the message and look after the work with integration of theoretical subjects and practical subjects at the vocational training education. Results of integration of theoretical subjects and practical subjects at the vocational training education indicates that students see more relations and learns more when using integration.

Place, publisher, year, edition, pages
Skövde: Institutionen för kommunikation och information , 2008. , 27 p.
Keyword [sv]
Infärgning, Samarbete, Planering, Organisation
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:his:diva-718OAI: oai:DiVA.org:his-718DiVA: diva2:3119
Presentation
(English)
Uppsok
samhälle/juridik
Supervisors
Examiners
Available from: 2008-02-05 Created: 2008-02-05 Last updated: 2009-04-08Bibliographically approved

Open Access in DiVA

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3463f101526b663313d4d784b967b5aa0f77a3bac009bd585c58b62340d2ab2d9560b987
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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
Language
  • de-DE
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  • Other locale
More languages
Output format
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