Under min tid som lärare i vuxenutbildningen har jag träffat många elever som har negativa erfarenheter av att studera. Flera av dem har misslyckats i sina tidigare studier av olika orsaker, men min erfarenhet är att många av dessa elever lyckas i vuxenutbildningen. Syftet med denna studie är att belysa hur vuxenelever ser på sitt lärande i ämnet svenska, dels under sin nuvarande studietid i vuxenutbildningen, dels under sina tidigare studier i grundskola samt gymnasieskola. Metoden som använts i studien är en kvalitativ intervjustudie utifrån en fenomenologisk-hermeneutisk ansats. I studien deltar sju vuxenelever som berättar om sina upplevelser av sitt lärande i ämnet svenska. Resultatet visar på flera skillnader i vuxenelevers lärande från grundskolan/grundsärskolan, gymnasieskolan/gymnasiesärskolan till vuxenutbildningen. En skillnad gäller informanternas motivation till skolan vilken har förändrats under skoltiden. Det beror till stor del på lärarens stöd, krav och feedback som eleverna fått alternativt inte fått i skolan. Ytterligare skillnader som resultatet påvisar gäller klassrumsmiljön och studiestrategier. Informanterna anser att vuxenutbildningen är bättre på att tillgodose en inkluderande lärandemiljö som ger dem förutsättningar att lyckas i sina studier. Vuxenutbildningen ger på så sätt ett erkännande till eleverna som leder till att de får en bättre självkänsla. Resultatet belyser likaså situationer som är och har varit betydelsefulla för informanterna men även situationer som försvårade deras lärande. Betydelsefulla situationer berör användningen av goda studiestrategier. Situationer som försvårade berör däremot konsekvenser från kunskapsbedömningar och bedömningar som grundats på informanternas personliga egenskaper, exempelvis epilepsi. / During my time as a teacher in adult education, I have met many students who have negative experience of studying. Several of them have failed in their previous studies for different reasons, but my experience is that many of these students succeed in adult education. The purpose of this study is to illustrate how adult students view their learning in the subject Swedish and during their current studies in adult education, as well as during their previous studies in primary and secondary school. The method that has been used in this study is a qualitative study based on a phenomenological - hermeneutic approach. The study involves seven students who talk about their experiences when studying Swedish. The results show several differences in those learning experiences that stretch from primary school to adult education. One difference concerns the informants' motivation to school which has changed during school time. It largely depends on the teacher’s support, demands and feedback that students did or didn’t receive during their time at school. Further differences that are highlighted in the results are about environment and study strategies. The informants believe that adult education is better at satisfying an inclusive learning environment that gives them the potential to succeed in their studies. Adult education thus gives the students a recognition that eventually increases their self-esteem. The result also highlights situations that are and have been important for the informants but also situations that impeded their learning. Significant situations involved the use of good study strategies while impeding situations originate in knowledge assessments and judgments that were made on the basis of the informants’ personal characteristics, such as epilepsy.

The topic of this essay is about teachers, who teaches in the subject Swedish, opinions in a literary canon. This study will present how they argue about a formally decided literary canon and how the teachers argue in using canon in their education. I have used an argumentative analysis to analyse the teachers’ arguments. The earlier research in the field concluded that the canon debate is polarized and mostly discussing whether canon is good or bad, and not so much on trying to discuss it in a constructive way on how to use canonized literature in school. My research concludes that the teachers’ opinions on canon are essentially polarized, but many teachers also think that a canon is at the same time beneficial, important and problematic. A majority of the arguments used on both sides are the same arguments that are used by the scientific literary field which studies canon. The biggest difference is the alignment to an educational context. The result show that the teachers’ use different pro-arguments and suggestions on how to establish a definite literary canon that could be used within the school system. Some argue for a formally decided literary canon established by the state and mean that the education will be equal and distinct, and students will develop the same cultural references. But not all teachers are positive to the proposition of a state established literary canon. The arguments on why and how teachers use canon in the education are similar to why there should be a definite literary canon in all schools. The contra-arguments the teachers’ use for a formally decided literary canon are that it will intrude in the teachers’ possibilities to adapt the education to the students. They also use contra-arguments that says the canonized literature is not adaptable to the students’ interests and that it is narrow and exclusive. They also mean that it is time consuming and will remove teachers’ possibilities to plan their education and make it adaptable for the students. The teachers’ contra-arguments on using canon in the education are similar to the above contra-arguments that the canonized literature is problematic in the perspective of authors and adaptiveness to different groups of students.

<p>Abstract</p><p>The purpose with this paper is to describe focus in the school subject swedish through a historic perspective. The purpose is also to intestigate how a group of pupils in the last grade in upper (senior) level of compulsory school and teachers with the subject swedish thinks about the subject, what is the most meaningful to pupils in the last grade in upper level of compulsory school.</p><p>The history of the Swedish school system from the 15 th century till today and the entrance of Swedich as a subject in school has been studied by literature and curriculum. With help from Mr Lars-Göran Malmgrens analysis of different swedish subjects the curriculums analyses to see which subject who appear.</p><p>Pupils from the last grade in upper level of compulsory school and their teachers in the the subject swedish have answered questions in two different questionnaires regarding what is most meaningful with the subject. The result are to be present in this paper as diagram and also in ordinary text.</p><p>The conclusion is that the subject swedish has changed from functionalism to formalism and then turned to a more literary education and finally towards functionalism again. The results from the questionnaire papers show that the pupils put most value in learning different skills while the teachers see the importance of both skills and developing the personality.</p> / <p>Sammanfattning</p><p>Syftet med detta arbete är att redogöra för fokus i svenskämnet ur ett historiskt perspektiv. Syftet är också att undersöka vad en grupp svensklärare och elever i dagsläget tänker om svenskämnet då det gäller vad som är mest meningsfullt för elever i år 9.</p><p>Via litteraturstudier och studier av undervisningsplaner och läroplaner beskrivs skolväsendets historia från 1600-talet fram till nutid och svenskämnets inträde i skolan. Med hjälp av Lars-Göran Malmgrens ämneskonceptioner analyseras de olika undervisningsplanerna och läroplanerna för att se vilket svenskämne det är som framträder.</p><p>Två enkätundersökningar har genomförts där elever i år 9 och svensklärare har svarat på frågor kring det meningsfulla i svenskämnet. Svaren redovisas dels i diagramform och dels i löpande text.</p><p>Slutsatser som har dragits är att svenskämnet har gått från en mer funktionalistisk ämneskonception till en formalistisk ämneskonception, för att sedan fokusera mer mot ämneskonceptionen litteraturhistoriskt bildningsämne, och återigen gå mot det funktionalistiska hållet. Enkätundersökningen visar att elever i år 9 lägger störst vikt vid färdigheter medan svensklärare både lägger vikt vid färdigheter och ett personlighetsutvecklande arbete.</p>

The purpose of this essay is to examine what literary heritage teachers communicate in the school subject Swedish at upper secondary school. The overall research question for this work is: Which authors and/or works are mentioned by the teachers in the school subject Swedish at upper secondary school? How well do these authors and/or works answer towards a multicultural perspective? Which factors affect teachers´ selections of texts? Based on this purpose and these research questions, the aim is to answer the didactic question of what. To accomplish the purpose of the study a quantitative method has been used. The survey was conducted in two medium-sized cities in central Sweden, and was answered by 17 teachers. The study shows that the teachers ascribe the Western and Swedish literature great importance. Authorships and/or works outside the Western literary culture sphere are very few, as well as texts written by women and by Swedish writers with immigrant origin or belonging to national minorities. The factors that govern teachers’ selection of texts are agreement in the form of solid reading lists, cooperation and coordination, thematic work, resources and students. The conclusion that follows is that it seems to be the conservative and liberal multiculturalism that emerges most strongly when it comes to teaching literature in the school subject Swedish. / Syftet med föreliggande uppsats är att undersöka vilket litteraturarv lärare förmedlar genom skolämnet svenska i gymnasieskolan. De övergripande forskningsfrågorna är: Vilka för-fattarskap och/eller verk behandlar lärare i undervisningen i skolämnet svenska på gymnasiet? Hur väl svarar dessa författarskap och/eller verk mot ett mångkulturellt perspektiv? Vilka faktorer påverkar lärarnas texturval? Utifrån syftet och forskningsfrågorna är målsättningen att ge svar på den didaktiska vad-frågan. För att uppnå studiens syfte har en kvantitativ metod, i form av en enkätundersökning, anammats. Enkätundersökningen genomfördes i två medelstora städer i mellersta Sverige och besvarades av 17 svensklärare. Resultatet visar att undersökningsdeltagarna tillmäter den västerländska och svenska litteraturen stor betydelse. Författarskap och/eller verk utanför den västerländska litterära kultursfären är väldigt få, likaså texter författade av kvinnor och texter skrivna av svenska författare med invandrarbakgrund eller tillhörande nationella minoritetsgrupper. De faktorer som styr lärarnas texturval är överenskommelser i form av fasta litteraturlistor, samarbete och samordningar, tematiskt arbete, resurser och eleverna. Slutsatsen som följer är att det tycks vara den konservativa och liberala mångkulturalismen som framträder starkast i litteraturundervisningen i svenska.

Uppsatsen bygger på två enkätundersökningar, som utfördes 2009 samt 2019 på två olika skolor, innehållande tre olika enkäter, en till föräldrar och elever i en klass 1 respektive klass 6 och en till lärarna. Frågorna har handlat om vad som anses viktigast att fokusera på när elevtexter ska bedömas och hur det känns att få en text bedömd. Syftet med uppsatsen är att se om det skett någon attitydförändring och om den i så fall går att koppla till den nya läroplanen Lgr-11 som kom 2011. Slutsatsen är att det har skett vissa attitydförändringar och att dessa till viss del går att koppla till Lgr-11. / The essay is based upon two survey inquiries, performed in 2009 and 2019 on two different schools, one for parents and pupils in a class 1 and in a class 6, and one for all teachers. The questions are about what is considered the most important to focus on when assessing pupils’ texts and how it feels when your text is assessed . The main aim with the essae is to see wether there has been any change in attitude and if it in that case can be correlated to the new curriculum, which came in 2011. The conclusion is that there has been some changes in attitude and that they partially can  be correlated to Lgr-11.

Both in the school world and in the public debate we have experienced a major focus on assessment and grading. However, the practice of summative assessment has according to us been rather absent in our upper secondary teacher education programme. Since the student perspective of assessment is a research topic that is fairly unexplored, the purpose of this study is to contribute with knowledge about teachers’ assessment practice from a student perspective. Moreover, this thesis aims to explore upper secondary students’ perceptions and understandings of assessment and grading in the subject Swedish. The empirical material is based on questionnaires followed by focused group interviews. The study was conducted at two Swedish upper secondary schools with one class from each school. The theoretical frame of this study is phenomenology and Husserl’s theory of the lifeworld and Løgstrup’s theory of the ethical demand are used to interpret the empirical material. The results show that students experience that their learning is made visible both orally and in writing throughout the course, that they know what their grades are based on, and that they know what they have to do in order to attain a certain grade. However, the students do not seem to be able to give any examples of specific skills. Furthermore, they experience that the teacher gives them several opportunities to meet the knowledge requirements and most students are pleased with their grades, which seems to result in that they are more likely to perceive grades as fair. Criticism is addressed towards the grading system and knowledge requirements for being arbitrary and intricate. Nonetheless, the students accentuate their teacher’s ability to disambiguate the knowledge requirements. The conclusion is that the teacher’s professionality and the student-teacher relationship are of great significance for the students’ comprehension and perception of assessment and grading. Hence, it is suggested that students’ perspectives should be attended to before reforms of the grading system are carried out.

<p>Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional.</p><p>This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it.</p><p>The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject.</p><p>The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society.</p><p>This study shows that the teachers’ knowledge of subject didactics is vague.The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study.</p><p>This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly.</p><p>Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society.</p>

Swedish as a school subject has long been debated in Sweden, and ideas concerning its content, role and function in school and society have varied greatly throughout the years. In 1994, there was an upper secondary school reform which resulted in a partial revision of the Swedish subject, including its introduction within a new course and grading system. The Swedish A and B courses became obligatory for all upper secondary students. Other courses in Swedish became largely optional. This study consists of two levels – a rhetorical and practical level. The rhetorical level deals with understandings and ideas of the Swedish subject and instruction as they are expressed in curricula and course syllabi, as well as with the understandings and ideas expressed by the four teachers in the study. In addition, the external and internal frame factors which underlie this rhetoric are considered. The practical level concerns the four teachers’ concrete Swedish instruction, i.e. the aims and goals, content and working methods which underlie their teaching, as well as the factors which influence, limit and facilitate it. The aim of the study is to attempt to describe, analyse and understand the role and function of the Swedish subject after the upper secondary school reform of 1994. What ideas do the four teachers express regarding the role and function of the Swedish subject in upper secondary school and society after 1994, and how should these ideas and reasons be interpreted and understood from a more comprehensive, general perspective? How do the teachers represent the Swedish subject in their teaching, i.e. how is their knowledge of subject didactics expressed? These are two central questions in the study. A third central question concerns notions of society and the good citizen implied in the chosen views of the Swedish subject. The study has two theoretical starting points: subject didactics and curriculum theory. Shulman’s concepts of pedagogical content knowledge and transformation are central to the subject didactics drawn upon here, while frame factor theory and Bernstein’s concepts of “classification” and “framing” are central to the curriculum-theoretical perspective. The perspective of subject didactics deals with the relation between teacher and content, while the curriculum-theoretical perspective deals with the relation between content, individual and society. This study shows that the teachers’ knowledge of subject didactics is vague.The teachers’ transformation of content in teaching resides to a high degree in an adaptation to the students; the focus is thus not on a transformation and content analysis of the Swedish subject. Further, the teachers have an instrumental approach to the steering documents. A common characteristic among the four teachers, and in Swedish instruction generally, is that a large degree of responsibility is placed on the individual student for their literary and language development. Collective meetings were very infrequent in the teaching of the four teachers in the study. This study discerns four teacher codes which reflect understandings and ideas of school and education, formed by previous and current material and sociocultural conditions and which the individual teacher has encountered, adopted and reshaped into his/her own. These four teacher codes can be described as closeness and hierarchy, tradition and renewal, vision and reality and the individual and the collective. The teacher codes reveal that the four teachers have relatively similar teaching strategies, whereas their teaching aims, goals and content diverge significantly. Viewed from the perspective of curriculum theory, it is evident that the teachers emphasise the individual student over the collective. It is a matter of developing one’s thought and personality and of fostering the students to be individual, active members of society. However, this active member of society does not appear to be aware and critically active, but rather a loyal and obedient member of society.

Abstract The purpose with this paper is to describe focus in the school subject swedish through a historic perspective. The purpose is also to intestigate how a group of pupils in the last grade in upper (senior) level of compulsory school and teachers with the subject swedish thinks about the subject, what is the most meaningful to pupils in the last grade in upper level of compulsory school. The history of the Swedish school system from the 15 th century till today and the entrance of Swedich as a subject in school has been studied by literature and curriculum. With help from Mr Lars-Göran Malmgrens analysis of different swedish subjects the curriculums analyses to see which subject who appear. Pupils from the last grade in upper level of compulsory school and their teachers in the the subject swedish have answered questions in two different questionnaires regarding what is most meaningful with the subject. The result are to be present in this paper as diagram and also in ordinary text. The conclusion is that the subject swedish has changed from functionalism to formalism and then turned to a more literary education and finally towards functionalism again. The results from the questionnaire papers show that the pupils put most value in learning different skills while the teachers see the importance of both skills and developing the personality. / Sammanfattning Syftet med detta arbete är att redogöra för fokus i svenskämnet ur ett historiskt perspektiv. Syftet är också att undersöka vad en grupp svensklärare och elever i dagsläget tänker om svenskämnet då det gäller vad som är mest meningsfullt för elever i år 9. Via litteraturstudier och studier av undervisningsplaner och läroplaner beskrivs skolväsendets historia från 1600-talet fram till nutid och svenskämnets inträde i skolan. Med hjälp av Lars-Göran Malmgrens ämneskonceptioner analyseras de olika undervisningsplanerna och läroplanerna för att se vilket svenskämne det är som framträder. Två enkätundersökningar har genomförts där elever i år 9 och svensklärare har svarat på frågor kring det meningsfulla i svenskämnet. Svaren redovisas dels i diagramform och dels i löpande text. Slutsatser som har dragits är att svenskämnet har gått från en mer funktionalistisk ämneskonception till en formalistisk ämneskonception, för att sedan fokusera mer mot ämneskonceptionen litteraturhistoriskt bildningsämne, och återigen gå mot det funktionalistiska hållet. Enkätundersökningen visar att elever i år 9 lägger störst vikt vid färdigheter medan svensklärare både lägger vikt vid färdigheter och ett personlighetsutvecklande arbete.

Syftet med detta examensarbete är att undersöka gymnasieelevers uppfattningar om kunskaper om grammatik och grammatikundervisning. Vi utforskar följande frågeställningar: Vilken användning uppfattar eleverna att de har av sina kunskaper om grammatik? Vad karaktäriserar den grammatikundervisning eleverna uppfattar att de får? Hur uttrycker eleverna att kunskaper om grammatik kan läras ut för att dessa kunskaper ska uppfattas som meningsfulla? Undersökningens metod är fenomenografiskt inspirerad då vi i analysprocessen har bearbetat materialet med hjälp av denna metod genom att kategorisera materialet i beskrivnings-kategorier. Materialet består av en enkätundersökning samt semistrukturerade fokusgrupps-intervjuer. Materialet har samlats in på två olika gymnasieskolor. Informanterna består av elever i årskurs två som läser kursen Svenska 2. Informanterna läser antingen på ett yrkesförberedande- eller ett högskoleförberedande program. Det insamlade materialet består av enkäter och fokusgruppsintervjuer som behandlar elevers uppfattningar. Materialet har kategoriserats i fyra beskrivningskategorier: Grammatik är poänglöst, Grammatik som kalldusch, En mer meningsfull grammatikundervisning samt Grammatik är viktigt för kommunikation.Vårt resultat visar på en mängd olika uppfattningar om kunskaper om grammatik och grammatikundervisning. Flertalet av informanterna uppfattar grammatikkunskaper som poänglöst eftersom de ändå kan göra sig förstådda. De upplever inte att de har någon användning för kunskaperna. Undervisningen upplevs som ett isolerat moment, som kommer från ingenstans och som de aldrig återkommer till. Kunskaper om grammatik upplevs trots allt som viktigt, men svårt och tråkigt. Informanterna eftersträvar en funktionaliserad grammatik-undervisning som utgår från deras erfarenheter och där de får en förklaring till varför kunskaperna är meningsfulla. Ett flertal informanter såg en användning för kunskaper om grammatik för att kunna kommunicera både i och utanför skolan.