Infärgningens nyanser : Tolkningar av infärgning vid kärn- och karaktärsämnen på gymnasiet ur ett lärarperspektiv
Abstract (Summary)The purpose of the study is to examine the possibilities and difficulties, which six qualified teachers of subjects specific to programs and core subjects at an upper secondary school see.The study is qualitative and began with a pilot survey and was followed by six interviews with upper secondary school teachers who all have experiences of vocational- and preparing for ensuing studies programs. The interviews were performed at the school which made the respondents feel safe and therefore gained a higher quality in the answers.The theories chosen consists of a definition what integration of subjects specific to programs and core subjects involves, ways to look at knowledge and a description of when theory integrates with practice in the education.The results indicate that a big difficulty for teachers who work with integration of theoretical subjects and practical subjects at the vocational training education is to agree on a common opinion of integration of theoretical subjects and practical subjects at the vocational training education. Mayor factors for this collective understanding are cooperation and planning. Further more can changes of premises and schedules prevent situations where the cooperation doesn’t work. This means among other things that the school’s organisation ought to take a bigger responsibility, carry the message and look after the work with integration of theoretical subjects and practical subjects at the vocational training education. Results of integration of theoretical subjects and practical subjects at the vocational training education indicates that students see more relations and learns more when using integration.
School:Högskolan i Skövde
Source Type:Master's Thesis
Date of Publication:02/05/2008