Gymnasieelevers upplevelser av motstånd mot svenskämnets undervisningspraktiker - En jämförande studie mellan elever på yrkes- respektive högskoleförberedande program
(2025) ÄSVM12 20251Educational Sciences
- Abstract
- English title: “Upper secondary school students' experiences of resistance against teaching practices in the Swedish subject”
The present thesis is part of the research project When School Makes a Difference: Education in the Tension Field Between Vocational and Study-Preparatory Upper Secondary School Programs, in which researchers at the Department of Educational Sciences at Lund University collaborate with teachers at Ängelholms upper secondary school.
The purpose of this work is to contribute with a deeper understanding of how students at Ängelholms upper secondary school, linked to identity and future, experience resistance to the teaching practices of the Swedish subject, and thereby encourage educational development for... (More) - English title: “Upper secondary school students' experiences of resistance against teaching practices in the Swedish subject”
The present thesis is part of the research project When School Makes a Difference: Education in the Tension Field Between Vocational and Study-Preparatory Upper Secondary School Programs, in which researchers at the Department of Educational Sciences at Lund University collaborate with teachers at Ängelholms upper secondary school.
The purpose of this work is to contribute with a deeper understanding of how students at Ängelholms upper secondary school, linked to identity and future, experience resistance to the teaching practices of the Swedish subject, and thereby encourage educational development for teachers at the school, teachers
at other schools, prospective teachers, and teacher educators. To achieve this purpose, a hermeneutic- phenomenological method has been applied. A total of twelve semi-structured interviews were conducted with students at the school with a grade C in the Swedish subject, which were then transcribed and coded. The analysis was based on concepts taken from Heidegger's philosophical work Sein und Zeit (1927). The selection of concepts was based on the results of two pilot studies.
The results of the analysis showed both similarities and differences in how students experience resistance against the teaching practices of the Swedish subject. Students in university preparatory programs express stronger resistance, where the subject is experienced as irrelevant for future studies and as a waste of time. Vocational program students also question the importance of the subject, but their resistance is more about the current teaching situation. As in university preparatory programs, students
in vocational programs also experience Swedish teaching as boring, difficult and monotonous, with low student participation. Since this is not seen to affect their future to the same extent, the resistance appears to be less strong than among students in university preparatory programs. The results of the analysis showed that students appreciate dialogic teaching, where the material is based on the students and/or the program's orientation. Further research can use this thesis as a starting point and include more aspects to
deepen the understanding. To give an example, external factors, such as socio-economic conditions, and a broader selection of informants where teachers and students with grades other than C, could be included. (Less) - Popular Abstract (Swedish)
- Föreliggande examensarbete är en del av forskningsprojektet När skolan gör skillnad: fostran i spänningsfältet mellan yrkes och studieförberedande gymnasieprogram, i vilket forskare på institutionen för utbildningsvetenskap vid Lunds universitet samarbetar med lärare på Ängelholms gymnasieskola.
Syftet med arbetet är att bidra med fördjupad förståelse för hur elever på Ängelholms gymnasieskola, kopplat till identitet och framtidsplaner, upplever motstånd mot svenskämnets undervisningspraktiker, och därigenom främja skol- och kunskapsutveckling för lärare på skolan, lärare på andra skolor, blivande
lärare, och lärarutbildare. För att uppnå syftet har en hermeneutisk fenomenologisk metod tillämpats. Totalt genomfördes tolv... (More) - Föreliggande examensarbete är en del av forskningsprojektet När skolan gör skillnad: fostran i spänningsfältet mellan yrkes och studieförberedande gymnasieprogram, i vilket forskare på institutionen för utbildningsvetenskap vid Lunds universitet samarbetar med lärare på Ängelholms gymnasieskola.
Syftet med arbetet är att bidra med fördjupad förståelse för hur elever på Ängelholms gymnasieskola, kopplat till identitet och framtidsplaner, upplever motstånd mot svenskämnets undervisningspraktiker, och därigenom främja skol- och kunskapsutveckling för lärare på skolan, lärare på andra skolor, blivande
lärare, och lärarutbildare. För att uppnå syftet har en hermeneutisk fenomenologisk metod tillämpats. Totalt genomfördes tolv semistrukturerade intervjuer med elever med betyg C i svenska på skolan, vilka därefter transkriberades och kodades. Analysen utgick från begrepp hämtade ur Heideggers filosofiska verk Sein und Zeit (1927). Urvalet av begrepp baserades på resultaten från arbetets två pilotstudier.
Analysens resultat visade både likheter och skillnader i hur elever upplever motstånd mot svenskämnets undervisningspraktiker. Elever på högskoleförberedande program ger uttryck för ett starkare motstånd, där ämnet upplevs som irrelevant för framtida studier och som ett slöseri med tid. Yrkesprogramselever ifrågasätter också ämnets betydelse, men deras motstånd handlar mer om den nuvarande undervisningssituationen. Liksom på högskoleförberedande program upplever elever på yrkesprogram också svenskundervisningen som tråkig, svår och enformig, med låg delaktighet. Eftersom detta inte ses påverka deras framtidsplaner i samma grad, framstår motståndet som mindre starkt än hos elever på högskoleförberedande program. Analysens resultat visade att eleverna uppskattar dialogisk undervisning, där materialet utgår från eleverna och/eller programmets inriktning. Vidare forskning kan ta avstamp i denna studie, och inkludera fler aspekter för att fördjupa förståelsen. Exempelvis yttre faktorer, såsom socioekonomiska förutsättningar, och ett bredare urval av informanter där lärare och elever med andra betyg än C inkluderas. (Less)
Please use this url to cite or link to this publication:
http://lup.lub.lu.se/student-papers/record/9210881
- author
- Nyman, Filippa LU and Lidén, Rebecka
- supervisor
- organization
- course
- ÄSVM12 20251
- year
- 2025
- type
- H2 - Master's Degree (Two Years)
- subject
- keywords
- hermeneutik, fenomenologi, upplevelser, erfarenheter, motstånd, svenskämnets undervisningspraktiker, gymnasieskolan hermeneutics, phenomenology, experiences, resistance, teaching practices in the Swedish subject, upper secondary school
- language
- Swedish
- id
- 9210881
- date added to LUP
- 2025-09-01 16:37:39
- date last changed
- 2025-09-01 16:37:39
@misc{9210881,
abstract = {{English title: “Upper secondary school students' experiences of resistance against teaching practices in the Swedish subject”
The present thesis is part of the research project When School Makes a Difference: Education in the Tension Field Between Vocational and Study-Preparatory Upper Secondary School Programs, in which researchers at the Department of Educational Sciences at Lund University collaborate with teachers at Ängelholms upper secondary school.
The purpose of this work is to contribute with a deeper understanding of how students at Ängelholms upper secondary school, linked to identity and future, experience resistance to the teaching practices of the Swedish subject, and thereby encourage educational development for teachers at the school, teachers
at other schools, prospective teachers, and teacher educators. To achieve this purpose, a hermeneutic- phenomenological method has been applied. A total of twelve semi-structured interviews were conducted with students at the school with a grade C in the Swedish subject, which were then transcribed and coded. The analysis was based on concepts taken from Heidegger's philosophical work Sein und Zeit (1927). The selection of concepts was based on the results of two pilot studies.
The results of the analysis showed both similarities and differences in how students experience resistance against the teaching practices of the Swedish subject. Students in university preparatory programs express stronger resistance, where the subject is experienced as irrelevant for future studies and as a waste of time. Vocational program students also question the importance of the subject, but their resistance is more about the current teaching situation. As in university preparatory programs, students
in vocational programs also experience Swedish teaching as boring, difficult and monotonous, with low student participation. Since this is not seen to affect their future to the same extent, the resistance appears to be less strong than among students in university preparatory programs. The results of the analysis showed that students appreciate dialogic teaching, where the material is based on the students and/or the program's orientation. Further research can use this thesis as a starting point and include more aspects to
deepen the understanding. To give an example, external factors, such as socio-economic conditions, and a broader selection of informants where teachers and students with grades other than C, could be included.}},
author = {{Nyman, Filippa and Lidén, Rebecka}},
language = {{swe}},
note = {{Student Paper}},
title = {{Gymnasieelevers upplevelser av motstånd mot svenskämnets undervisningspraktiker - En jämförande studie mellan elever på yrkes- respektive högskoleförberedande program}},
year = {{2025}},
}