This qualitative interview study is examining how five teachers of social studies implement formal instruction in economics for the Swedish school courses of social studies 1a1 and 1b. The results of the study account for the process of implementation based on interview questions which have their basis in three different stages of planning: preactive, interactive and postactive. The implementation itself stems from the view of teacher as a bureaucrat. Our analysis yields positive aspects but also a certain degree of implementation difficulties. The positive aspects are related to the bureaucrat’s access to teaching material, which facilitates the said implementation when teaching economics. Further education, while offered at the respondents’ workplaces, was not considered a priority amongst the subjects of this study. In spite of this, various implementation difficulties could be observed that stem from a lack of resources having to do with time at one’s disposal to plan lessons and the fact that the syllabus was perceived as too heavy given the limited period of time for the given course. Aside from this problem, one could also detect another difficulty encountered by the bureaucrat with regard to the interpretation of the syllabus, which states that course objectives are identical in both courses whereas the modules differ.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:hh-34167 |
| Date | January 2017 |
| Creators | Kalén, Anna, Håkansson, Katarina |
| Publisher | Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle |
| 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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