Fortbildning eller begränsning? - Intervjustudie om lärarens syn på Nationella Provet i Historia för årskurs 9 2013

Abstract

In 2013 a national test in history was introduced for ninth graders. This paper intends to investigate teachers’ view on the test and how it effects the teachers. The source material for this study is seven interviews with a total of eight teachers. The frame factor theory has been used to highlight the issue.

The study shows that the majority of the teachers are unhappy with the introduction of the test but sees several advantages, including an explanation of the curriculum. Some teachers feel that history as a subject is disadvantaged at being nationally tested. Mainly because the subject is too broad. The study also shows that the students’ performance on the national test, according to the teachers, is in line with their regular performances.

The teachers believe that the test is to extensive. The spring semester gets overloaded with marking of the test and other adjustments.

The national test is a major frame factor that limit the teachers. The limitations make them adjust their work so that they follow the curriculum. The teachers view of the national test is also subject to frame factors like whether or not their school is situated in a socioeconomically strong area and by their students language skills.