The purpose of this essay is to explore what subject view is expressed in the new syllabus of 2022. Furthermore, since the textbooks used in school can be included in an expanded curriculum concept and many textbooks are produced according to the content of the curriculum this study aims to investigate if older textbooks could still be seen as relevant after the introduction of the new curriculum. According to Lyngfelt (2006, p. 98) research on textbooks used in the Swedish subject is scarce. Therefore, the study uses a thematic analysis according to Braun and Clarkes (2006) model to answer these research questions: Which subject view can be discerned in the changes in the core content in the syllabus? Are all changes in the core content for the Swedish subject covered in the selected textbook? Which changes in the core content in the syllabus are covered most and least? The results show that the textbooks cover the additions in the core content, especially with respect to non-fiction texts. However, the textbooks’ cover in orality is scarcer. The study is based on the paradigms of Sawyer and Van de Ven (2006) and the most prominent subject paradigm in the core content is the communicative paradigm, but traces of all the paradigms used in the study was found in the new additions.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:sh-50430 |
| Date | January 2022 |
| Creators | Söderström, Per |
| Publisher | Södertörns högskola, Lärarutbildningen |
| 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 |
Page generated in 0.002 seconds