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Ämneslärare i lågstadiet – framtidens modell?
Södertörn University, Teacher Education.
2017 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This study deals with different teacher models in primary schools. The aim of the study is to explore and evaluate teachers’ experiences of a transition from a traditional class teacher model to subject teachers. The emphasis is on the relations between teachers and pupils, differences in the teachers’ workload, the guardians’ attitudes and teacher contact, as well as the significant pros and cons of the subject teacher model from the teachers’ perspective. The method used is qualitative interviews with five subject teachers from two different schools, one small and one large, working with grade 1–3 pupils. Follow-up interviews were conducted one year later.

The results show that the increase in the number of teacher–pupil relations was regarded as beneficial for both groups. Guardians’ initial concerns regarding teachers’ lack of comprehensive views of the pupils’ performances faded away as the pupils showed positive attitudes in general towards a multiple-teacher model. Teachers experienced a reduced workload due to fewer subjects to teach which could give room for more individualized teaching. The responsibility for the contacts between the school and the guardians was shared among the teachers in form of mentorships.

The identified disadvantages included stressful situations and disturbances when changing classrooms, and less fixed routines in general which may cause stress for pupils with special educational needs. Teachers’ overall experiences of the subject teacher model were positive in general. According to their experiences the conditions for a successful implementation of a subject teacher model at primary schools are better at a small scale school. Further, such a model may not be optimal for every pupil at primary level. In particular children with special needs may require a more rigid teaching situation with a single class teacher to attach to. The study has identified a number of pros and cons of a subject teacher model compared to a traditional class teacher model.

No conclusive arguments have, however, been found for placing one model above the other.

Place, publisher, year, edition, pages
2017. , 50 p.
Keyword [en]
class teacher, subject teacher, primary school
Keyword [sv]
klasslärare, ämneslärare, lågstadiet
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:sh:diva-32597OAI: oai:DiVA.org:sh-32597DiVA: diva2:1097965
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2017-05-23Bibliographically approved

Open Access in DiVA

fulltext(360 kB)28 downloads
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File name FULLTEXT01.pdfFile size 360 kBChecksum SHA-512
fb37e58cf7daf12874fd317844f036c0a4476ca4a6869775e70440787780026a0e752e1b64040c71670a82629bbb7a6bf399dbd8818c5eb76c0f0374afd39b98
Type fulltextMimetype application/pdf

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf