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Ämnesintegrera för en hållbar utveckling: En kvantitativ studie om hem-och konsumentkunskapslärares erfarenheter av ämnesintegrerad undervisning och syn på hållbar utveckling
Umeå University, Faculty of Social Sciences, Department of Food and Nutrition.
2017 (Swedish)Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesisAlternative title
Integrated Curriculum for Sustainability : A questionnaire study about the Home and Consumer Studies teachers’ experience of teaching using integrated curriculum and views on sustainability. (English)
Abstract [sv]

Bakgrund Undervisningen i skolan möjliggörs bland annat av de ramfaktorer som finns. Här lyfts speciellt ämnets tilldelade timmar i timplanen, läroplanens centrala innehåll och kunskapskrav samt dess övergripande fostringssträvan att få kommande generationer att anamma hållbar utveckling. Hem- och konsumentkunskapslärarnas situation är svår då kursplanens ambition överskrider dess tilldelade timmar. En möjlig lösning på problemet skulle kunna vara att ämnesintegrera undervisning.

Syfte Undersökningens syfte var att studera hem- och konsumentlärares erfarenhet av och syn på ämnesintegrerad undervisning och hållbar utveckling.

Metod Studien var en kvantitativ undersökning i form av en elektronisk enkät som skickades ut till alla yrkesaktiva HKK-lärare i Sverige, höstterminen 2016.

Resultat Enkäten besvarades av 5 % av Sveriges HKK-lärare och visade att de allra flesta (91 %) av deltagarna hade prövat att ämnesintegrera och att samarbetsparterna fanns bland alla andra skolans ämnen. Fördelarna med ämnesintegrering ansågs överväga nackdelarna. Arbetssättet hindrades allra mest av brist på tid, främst planeringstid. Studien visade också att HKK-lärarna ansåg att ämnesintegrering ökade tidseffektiviteten med ökad måluppfyllelse och arbetsglädje som resultat. Det framkom också att lärarna behövde öka sina kunskaper i hållbar utveckling.

Slutsats Skolledningen skulle kunna bidra till ökad ämnesintegrering genom att påverka lokala ramfaktorer och då främst genom att få till schematekniskt gynnsamma lösningar samt att tillgodose fortbildningsbehoven. Detta skulle kunna förbättra HKK-lärarnas arbetsbörda, öka professionalismen och höja ämnets status.

Abstract [en]

Background The teaching at School is, among other things, dependent on frame factors. This study is specifically looking at the allocated teaching hours, the subject content and the indicators for grading that the curriculum dictates as well as the overall aim of the Swedish school system to generate future generations of sustainability minded citizens. The Home and Consumer Studies (HCS) teachers’ situation is difficult with an overambitious curriculum compared to its allocated hours. One possible solution to that problem could be an integrated curriculum.

Objective The aim for this study was to study the Swedish HCS teachers’ experience of and attitudes towards integrated curriculum and sustainable development.

Method The study had a quantitative approach and a digital questionnaire was sent out to all active HCS teacher in Sweden, at the beginning of the autumn term of 2016.

Results The questionnaire was answered by 5 % of the Swedish HCS teachers and showed that a large majority (91 %) of the teachers had experienced integrated curriculum and that teamwork including all other school subjects had been done. The advantages of integrated curriculum outweighed the disadvantages. Lack of time, mainly lack of allocated planning time, was the greatest hindrance to integrated curriculum. The study showed that the HCS teachers saw that integrated curriculum has the potential to contribute to improved time efficiency with increased goal completion and job satisfaction as a result. The study also showed that the teachers need to improve their knowledge of sustainability.

Conclusion The head of schools could contribute to increased integrated curriculum activities by influencing the local frame factors, for most by enforcing satisfactory timetable solutions that ensures the possibilities of cooperation and ensuring adequate in-service programs for educators. This could contribute to better work situation for the teachers, increased professionalism and improved status of the subject.

Place, publisher, year, edition, pages
2017. , 51 p.
Keyword [en]
Integrated curriculum, sustainable development, quantitative study, frame factors, increased goal completion and job satisfaction
Keyword [sv]
Ämnesintegrerad undervisning, hållbar utveckling, enkätstudie, ramfaktorer, ökad måluppfyllelse och arbetsglädje
National Category
Agricultural Sciences
Identifiers
URN: urn:nbn:se:umu:diva-130529OAI: oai:DiVA.org:umu-130529DiVA: diva2:1067583
Subject / course
Examensarbete för lärarexamen
Educational program
Teacher Education Programme
Available from: 2017-01-30 Created: 2017-01-30Bibliographically approved

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Citation style
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