The purpose of the study is to examine how a specific group of English teachers interpret the differences between LPO-94 and LGR-11 which are two separate curriculums in the swedish school system. LGR-11 replaced LPO-94 (in 2011/12) and because of this, I wanted to look into what changes, if any, teachers experienced regarding their methods of teaching as well as how they assess students skills and knowledge. The study also investigates the matter of how teachers perceive the implementation of the new curriculum and how it has affected them in their profession. The study is partly a comparative policy study, regarding the different aspects of how knowledge is defined in the two different curriculums, and partly qualitative, with a number of interviews with English teachers. The teachers interviewed in this study claim that their understanding of the definition of knowledge is shared to a larger extent now and so is their view of the new curriculum which is considered, by most of them, to be more clear and structured than the previous one. This, in turn, gives these six teachers an increased understanding of the policy documents themselves, as well as a feeling that it is easier to track and identify learning progression and also that they have enhanced their assessment abilities. The study shows that the implementation of the new curriculum is perceived as satisfactory by the interviewed teachers who claim the changes have affected their profession in the desired direction and that it has benefited students with regards to both teaching methods and assessment situations.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-194145 |
| Date | January 2021 |
| Creators | Ron, Erik |
| Publisher | Umeå universitet, Institutionen för tillämpad utbildningsvetenskap |
| 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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