In this survey- and interview study based on 15 teachers in Sweden and their thoughts about their own experience of their teaching to students with migration backgrounds has the following information emerged. Some of the teachers who have participated admit that they find it difficult to base their work to the laws and guidelines. Many of the teachers testify that some principals do not place trust in their teachers’ abilities and do not give them the right conditions they need to be able to do their job. The teachers who enjoyed the work the most and who felt that they could manage their job were the once who experienced that they had committed and supportive principals behind them. But also, when they felt that they experienced a team spirit with their coworkers and that they worked together as like the whole school were united. It affected both students and teachers in a positive way being able to give the students the best conditions to achieve goal fulfillment. According to the teachers the teaching will work best when they are able to give the students the attention that they deserve and need and even when they can listen to the student’s thoughts and opinions as well, because those are important. The teachers pointed out that it is important for the teachers and students to get to know each other to build up trust between them, because it will be easier to get the students to be more involved in the classroom when they feel that connection. The teachers described that the most of their lessons often stop with briefings and that the teachers often did not have time to let the students work alone to prove what they are able to manage because of the classes different skills among the students. The teachers also described that they had a lot of work beside the teaching, like having phone calls and meetings with for example the children’s psychologists, the social service, the police, and the Migrations office, and that it took a lot of their time from them to do planning for the teaching. They also pointed out that they did not feel that they had the education for that part of the job. It also appeared that the language difference between the teachers and the students was a problematic cause of their job. The teachers said that the language must come before the learning part. It also came up that the schools gave the students a lot of different prerequisites when it came to get help with the schoolwork from interpreters. A suggestion from the teachers was to make new ways to build up the classes through the student’s skills instead of the way they make it now, through the student´s ages. Even more ways to show the students’ knowledge in different ways of grades was asked for by the teachers.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:liu-175664 |
| Date | January 2021 |
| Creators | Rached Rydberg, Hanna |
| Publisher | Linköpings universitet, Institutionen för samhälls- och välfärdsstudier |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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