Syftet med vår uppsats är att, utifrån begreppen roll, status och auktoritet, lyfta fram gymnasieläraryrkets förändring under perioden 1960-2000. Vi använder oss av en kvalitativ undersökning, baserad på intervjuer med fyra pensionerade gymnasielärare. I vår analys av utvecklingen använder vi oss av teorier från Annales-skolan samt Karl Marx teorier kring generation och arv. Våra resultat visar att det skett flera stora förändringar i gymnasieläraryrket, men att det även finns vissa beståndsdelar som under utvecklingen varit bestående. I vår analys av begreppen roll, status och auktoritet är vår slutsats att gymnasielärarens roll är den del som förändrats mest, men att det även här finns många bestående delar. Statusen är ett element i yrket som också genomgått stora förändringar och minskat betydligt. Auktoriteten har på ett formellt plan avtagit betydligt, medan vi fortfarande kan skönja en bestående reell auktoritet. / The purpose of this essay is to analyse the development of the teacher profession in the upper secondary school during the time period 1960-2000, with regard to the concepts role, status and authority. The investigation has been carried out using a qualitative method with material that has been gathered during interviews with four retired teachers. The analysis has been inspired by the theories of the Annales school as well as the generation and inheritance theories developed by Karl Marx. Our results show that the teacher profession has gone through a number of considerable changes, but also that there are components of the profession that have remained unchanged. In our analysis of the concepts role, status and authority, we have come to the conclusion that the role of the teacher has been the subject of most changes, although many respects of the profession are left unchanged. The status of the profession has also undertaken major changes and decreased severely. Formally, the authority has decreased as well, although in reality a certain authority level can still be perceived.

The purpose of this study has been to look into and analyze the view on sex equality in textbooks and teaching media, and teaching of a group of upper secondary school teachers, through a gender perspective. The teachers teach subjects within social- and political science. The two questions that I wanted to answer are: What views do the teachers have on sex equality in their teaching? What views do the teachers have on sex equality in the teaching media (textbooks and other teacher media) which they have access to? Since I wanted to look into the teachers own views I chose unstructured interviews as the method of gather empirical information. To interpret the transcribed texts I chose the hermeneutic view of people as intentional. I interviewed six teachers in an upper secondary school, four men and two women. I have interpreted the interviews through a gender perspective, based on theories by Yvonne Hirdman, Maria Hedlin, Ylva Elvin-Nowak, Heléne Thomsson and Britt-Marie Thurén. Theories that have been acknowledged are gender, gender making, the male norm, structure, how to integrate sex equality, mentors and models, and feminism. Previous researches that I have focused on are thesis of Eva Gannerud, and Victoria C Wahlgren. The conclusion of the study is that some of the teachers’ did not think that most of the textbooks they used contained an aspect of sex equality, some of them seldom used textbooks and if they wanted a sex equality aspect of the teaching they had to find supplement material on their own. In my analysis I found that the teachers felt responsibility but did not feel that they had room for increased teaching by adding sex equality to the existing lesson material. I argue that the responsibility should not lie on the individual teacher to figure out supplement for sex equality aspects on their own, but the responsibility should lay on the school system as a whole, teachers training included.