Syftet med studien är att undersöka sångpedagogers syn på och arbete med musikteori i sångundervisning. Studiens forskningsfrågor handlar om hur sångpedagoger konstruerar sin syn på lärandeobjektet musikteori inom ramen för sångundervisning och hur sångpedagoger konstruerar sitt sätt att arbeta med musikteori inom ramen för sångundervisning. För att undersöka detta har semistrukturerade intervjuer genomförts med fyra olika sångpedagoger på gymnasieskolans estetiska program. Studiens teoretiska ramverk består av diskursteori med viss inspiration från diskurspsykologi. Intervjuerna spelades in med ljudinspelning för att sedan transkriberas och analyseras med hjälp av analysverktyg från det valda teoretiska ramverket. I resultatet beskrivs de sex diskurser som identifierades och som parvis strider mot varandra: musikteori som nödvändigt verktyg för att arbeta med sång kontra musikteori som icke nödvändigt verktyg för att arbeta med sång, musikteori som sångpedagogens ansvar kontra musikteori som andra lärares ansvar samt musikteori som icke beroende av ett ytterligare instrument kontra musikteori som beroende av ett ytterligare instrument. Resultatet visar också att olika diskurser kan existera parallellt med varandra i ett och samma samtal med en pedagog. Vidare visar resultatet hur respondenterna, utifrån dessa diskurser, arbetar med musikteori under sina lektioner och att de ger musikteoretiska hemläxor till sina elever. I diskussionen diskuteras de diskursiva kamperna som presenterats i resultatet i relation till det teoretiska perspektivet samt tidigare litteratur och forskning. / The purpose of this study is to examine voice teachers’ views on and work with music theory in singing lessons. The study’s research questions concern how voice teachers construct their views on the subject music theory within the framework of the singing lesson and how voice teachers construct their work with music theory within the framework of the singing lesson. To examine this semi structured interviews were held with four singing teachers working in high school. The theoretical framework of the study is discourse theory with some inspiration from discourse psychology. The interviews were recorded via audio recording and were then transcribed and analyzed. The analysis was conducted with tools from the chosen theoretical framework. In the result the six discourses found are presented, also presented is the fact that they conflict with each other in pairs of two: music theory as a necessary tool for singing versus music theory as an unnecessary tool for singing, music theory as the voice teacher’s responsibility versus music theory as other teacher’s responsibility and music theory as not dependent on another instrument versus music theory as dependent on another instrument. The result also shows that different discourses can exist collaterally within the same conversation with a singing teacher. Furthermore, the result shows how the respondents, on the basis of the discourses, work with music theory during their lessons and how they give home assignments in music theory. In the discussion the discoursive battles presented in the result are discussed in relation to the theoretical framework as well as previous literature and research.

Biological evolution is part of the syllabi for Biology and Science in Swedish upper secondary school. In the syllabi, evolution is not only presented as a topic in Biology courses, but is also regarded as a unifying theme. The teacher has a fundamental role in deciding how the national curriculum is translated into the educational situation. This thesis investigates teachers’ accounts of their teaching of evolution in Swedish upper secondary school, describing their understandings of the purpose of teaching and learning evolution as part of biology education. The thesis is based on interviews of teachers teaching the course Biology A, which is compulsory as dictated by the Natural Science Program. The interviews were supplemented with questionnaires. The interviews were orientated towards questions about selection of course content and the reasons for choosing this content. The interviews were focused on teachers experiences based on their own practice. Two aspects of content were examined: (1) the scientific content taught in terms of themes and (2) the socializing value-laden aspects, such as priorities taken by the teachers and the teachers´ overarching aims.   The results showed that teachers described different teaching contents with regard to values, even when the core content of themes was similar. Four different selective traditions for choosing content were identified among teachers. The results are discussed in relation to the context and conditions that the teachers identify as influential on the content chosen. Teachers’ interactions with their students as well as their world views are important for their selection and adjustment of content. There are also indications that teachers’ personal views about purposes are important for selecting the teaching content.