Previous research has concluded that many civics teachers lack sufficient knowledge of the European Union which affect students’ ability to acquire sufficient knowledge that in the long-term will have democratic consequences in terms of low turnout and lack of enlightened understanding. The purpose of this essay is therefore to examine civic teachers’ level of knowledge through semi structured conversion analysis to gain understanding of teachers own views of their teachings in terms of EU. The interviews show that civic teachers interpret the curriculum different from each other which have consequences for their teachings in the shape of extent as well as content. Furthermore, this essay shows that teachers themselves experience that their knowledge of EU is sufficient to educate students. However, the analysis shows that their knowledge of how to teach about EU in some cases assumes a foreign policy perspective which previous research have stated is harmful to students’ perception of EU as students perceive it as something far away, rather than something close to them. Finally, this essay concludes that many teachers experience a time pressure which further complicate their ability to implement a satisfactory EU teaching. This, as well as a lack of understanding of the extent and which content to process, show that teachers experience it as difficult to teach about EU as is expected from them.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-113263 |
| Date | January 2022 |
| Creators | Pettersson, Henric |
| Publisher | Linnéuniversitetet, Institutionen för statsvetenskap (ST) |
| 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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