Studiens syfte är att undersöka hur legitimerade lärare som undervisar i geografi i årskurs 4–6 beskriver hur de planerar och genomför sin undervisning i hållbar utveckling. Studien tillämpar en kvalitativ ansats som metod där datainsamlingen samlats in genom åtta semistrukturerade intervjuer. Studien lutar sig mot det teoretiska ramverket Pedagogical Content Knowledge. Studiens resultat visar att det inte finns märkvärda skillnader i hur lärare planerar sin undervisning, de genomför samma process oavsett om det handlar om hållbar utveckling eller något annat ämnesinnehåll. Lärarna i studien beskriver att de alla tar avstamp i läroplanens skrivningar i början av skapandet av en ny planering. Genom detta resultat framkommer det att de nya skrivningarna i lgr22 inte gör någon anmärkningsvärd skillnad. Resultatet av studien påvisar dock en stor variation i vilka arbetsmetoder lärarna väljer att använda sig av när det gäller undervisningen. Inom hållbar utveckling finns det tre dimensioner: ekologisk, ekonomisk och social hållbarhet. En slutsats som framkommer i studien är att lärarna främst undervisar om ekologisk hållbarhet. Ytterligare en slutsats som går att utläsa ur resultatet är att majoriteten av lärarna behöver komplettera fysiska läromedel med bland annat egenproducerade och digitala läromedel för att kunna bedriva en undervisning som möter skrivningarna i läroplanen.

Social studies teachers in the United States are often unprepared or hesitant to teach about race and racism. This is especially true among White teachers. If teachers are to teach American history, they must be prepared to teach about race and racism, starting with the construction of race in Colonial America and continuing to emphasize the prevalence of racism throughout American history and today. This dissertation was a critical participatory action research study of two White teachers who tried to improve their teaching about race, racism, and slavery in Colonial America in the context of a White Jewish private middle school. The study asked how the teachers collaborated, how their unit changed over two years, and how student responses changed. Data were collected through interviews with teachers and students, during recorded teacher planning meetings, through classroom observations, and by collecting classroom artifacts. Qualitative analysis through the lens of Critical Race Theory led to a few major findings. The teachers collaborated through a spiraling process of reflection, learning, pooling information, drafting new plans, and iterating on the unit. Their working relationship was characterized by their complementary skill sets and trust in each other’s critiques and work. The unit changed to include more about the resistance of enslaved people and the construction and institutionalization of racism in early America. They also learned to create a classroom environment that was more trusting, supported more productive discussion about race and racism, and dealt more effectively with challenging comments about race. Student responses also changed. In Year 2, students recalled more examples of resistance, more strongly emphasized the importance of understanding institutional racism, and utilized prior knowledge about antisemitism to discuss racism more productively. These findings led to recommendations about teaching about race and racism, teacher learning, and future research.

This dissertation reports the results of a conceptual analysis of the technological pedagogical content knowledge (TPACK) framework, particularly its component constructs of technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK (the central component of the framework listed earlier). First, a technical use analysis reveals how existing research has defined and exemplified the constructs. Next, interviews with leading TPACK researchers further refine the constructs. The dissertation then reports cases that illustrate each of the constructs and the boundaries between them. The conceptual analysis results in an elaborated model of the TPACK framework, focusing on the essential features of each construct to facilitate classification of future examples. The analysis also reveals that TCK, TPK, and TPACK do appear to be distinct constructs. The boundaries among constructs are elaborated through a discussion of the sliding nature of the framework and the nature of the instructional strategies that are enacted.

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