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Vem är läraren i klassrummet?: En kvalitativ studie om hur lärare skapar, agerar och upprätthåller sin lärarroll i klassrummet
Södertörn University, School of Social Sciences.
Södertörn University, School of Social Sciences.
2013 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med denna studie är att ur ett aktörsperspektiv få en djupare förståelse för hur gymnasielärare skapar, agerar och upprätthåller sin lärarroll i klassrummet. Studien använder sig av interaktionsteorier för att kunna förklara hur lärare väljer att uppföra sig i interaktion med elever. Studien utfördes med en kvalitativ metod med halvstrukturerade intervjuer och en intervjuguide. Fem gymnasielärare som arbetar på samma skola med olika ämnen intervjuades. Den insamlade empirin har analyserats utifrån Herbert Blumers symboliska interaktionism och Erving Goffmans dramaturgiska perspektiv av individers roller.Resultatet i studien visar att gymnasielärarna vet hur de vill bli uppfattade av elever och att de reagera i klassrumssituationer utan att ha aktivt förberett sig inför interaktionen med eleverna. Gymnasielärarnas agerande i lärarrollen grundar sig i deras erfarenheter och reaktioner när situationer uppstår i interaktionen med elever i klassrummet.

Abstract [en]

The aim with this study is to get a better understanding through an actor’s perspective on how high school teachers create, act and maintain their role as teachers in the classroom. This study is conducted with the use of interaction theories to be able to explain how teachers choose to act in their interactions with students. The study was performed by using a qualitative method with semi structured interviews and with the help of an interview guide. Five high school teachers that work in the same school but teaching in different subjects were interviewed. The empiricism that we collected has been analyzes by using Herbert Blumers symbolic interactionism and Erving Goffmans dramaturgical perspective on individual roles.The result in the study shows that high school teachers are aware of how they want to be perceived by students. They often react in classroom situation without having actively prepared themselves for the interaction with students. The high school teacher’s conduct in their role as teachers is based on their experience and reactions when they occur in the interaction with students in the classroom.

Place, publisher, year, edition, pages
2013. , 38 p.
Keyword [sv]
Lärare, lärarroll, symbolisk interaktionism, Blumer Goffman
National Category
Sociology
Identifiers
URN: urn:nbn:se:sh:diva-21510OAI: oai:DiVA.org:sh-21510DiVA: diva2:690574
Subject / course
Sociologi
Uppsok
Social and Behavioural Science, Law
Supervisors
Examiners
Available from: 2014-01-24 Created: 2014-01-24 Last updated: 2014-01-24Bibliographically approved

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CiteExportLink to record
Permanent link

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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
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  • text
  • asciidoc
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