Lgy11: en kontrollerande läroplan. Samtal med fyra gymnasielärare

Abstract

The autumn of 2011, saw a new curriculum being put to use in Swedish schools, a curriculum whose purpose was to supply the Swedish schools with a larger national equivalence. This new curriculum was meant to counter the strong variations in grading that the ministry of education felt was a result of the Lpo94, the curriculum previous to lgy11's introduction. With the introduction of the new curriculum there followed some changes to the objectives and emphasis on content prepared by teachers in the subject of religious studies. As a result this also affected the teachers planning and execution of the course and its content. From the perspective of a teacher-to-be I hold a great interest concerning how lgy11 affected the religious teachers planning of their lessons and teachings. This essay is written with the hope of being able to determine how some of the now active teachers perceive that they have been affected by the curriculum in its structure of teaching and planning and the content of material. The essay is also intended to study to which degree the scheduling and planning of the interviewed teachers is consistent with the guidelines established in lgy11. The study takes note of earlier studies by Björn Falkevall, Christina Osbeck and Annika Andrae and is based on interviews of four teachers in the subject of religious studies at secondary schools in Gothenburg and is strongly based on Grounded Theory.