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Lärares uppfattningar av individanpassad undervisning
University of Skövde, School of Humanities and Informatics.
2011 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Teachers’ conceptions of individualized education (English)
Abstract [sv]

Enligt läroplanen (Lgr11) och skollagen (SFS 2010:800) är det lärarens uppdrag att individanpassa sin undervisning. Dessa styrdokument är tydligare kring den individanpassade undervisningen än vad tidigare styrdokument har varit. Min erfarenhet var att detta inte gjordes fullt ut som det förväntades. Med detta som bakgrund ville jag undersöka lärares förståelse av individanpassad undervisning. Därmed blev mitt syfte att undersöka och studera lärares skilda uppfattningar av individanpassad undervisning. Detta valde jag att göra genom en kvalitativ metod med intervju som datainsamlingsteknik. Studien har sin utgångspunkt i fenomenografin. I studien har fyra verksamma lärare intervjuats. Resultatet visade två skilda uppfattningar av individanpassad undervisning: Individanpassad undervisning som generell princip för undervisning och Individanpassad undervisning som utopi. Det som blev tydligt i resultatet är att kategorin Individanpassad undervisning som generell princip för undervisning är den kategori som var mest frekvent förekommande i det empiriska materialet, det vill säga lärarna uppehöll sig i intervjuerna kring resonemang som kan hänföras till innehållet i den beskrivningskategorin. Lärarna ger alltså uttryck för att de använder sig mycket av individanpassad undervisning. Innan studien antog jag att lärarna i större utsträckning skulle se den individanpassade undervisningen som något som de ville jobba med, men inte ansåg sig ha tid, resurser eller möjligheter till. Vid en analys av relationen mellan de skilda uppfattningarna kunde det konstateras att kategorin Individanpassad undervisning som generell princip för undervisning kan betraktas i ett elevperspektiv som mer utvecklande än kategorin Individanpassad undervisning som utopi.

Abstract [en]

According to the curriculum (Lgr11) and Education Act (SFS 2010:800) is the teacher's assignment to individualize their education. These policy documents are clearer about the individualized education than previous policy documents have been. My experience was that this wasn´t done fully as it should. With this as background, I wanted to investigate teachers' understanding of individualized education. This made my purpose to examine and study the teachers' different conceptions of individualized education. This, I chose to do through a qualitative approach to interview data collection techniques. The study was based on phenomenography. The study has four active teachers interviewed. The results showed two different conceptions of individualized education: Individually tailored teaching as a general principles of teaching and individualized education as a utopia. What became clear in the results is that the category Individually tailored teaching as a general principle of teaching is the category most frequently occurring in the empirical material. The teachers expressed that they use a lot of individualized education as a general principle of teaching. Before the study, I assumed that teachers in the greater would see the personalized education as a utopia, as something they wanted to work with, but felt they had time, resources or opportunities. When analyzing the relationship between the different positions, was it clear that the category Individually tailored teaching as a general principle of teaching can be seen in a student perspective as more developed than the category Individually tailored teaching as a utopia.

Place, publisher, year, edition, pages
2011. , 33 p.
Keyword [en]
Individualized instruction, personalization, individualization, conceptions, qualitative methods, phenomenographic approach
Keyword [sv]
Individanpassad undervisning, individanpassning, individualisering, uppfattning, kvalitativ metod, fenomenografisk ansats
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:his:diva-5338OAI: oai:DiVA.org:his-5338DiVA: diva2:454217
Subject / course
Pedagogy
Educational program
Teacher Training Programme
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2012-03-01 Created: 2011-11-06 Last updated: 2012-03-01Bibliographically approved

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File name FULLTEXT01.pdfFile size 649 kBChecksum SHA-512
139aa789587dfa62a632cb67447c1fcb4cc971cfdd51afb51e08af656f49c35ec249e4e089b8cc58ae18b0a2ae8bcca19dd18aba544a027a417df9f98bfc61df
Type fulltextMimetype application/pdf

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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
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf