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The point of this study is to understand how Umeå university’s curriculum for the subject of history evolved in the time period 1970 to 2015. Therefore, this study will analyze Umeå university’s curriculum for the course History AB 1, that is included in the history teacher training education. Furthermore, this study will take this analyzation of the curriculum and compare it to the Swedish high school curriculum. This is to better understand the evolution of the education program for teachers, but also to study the symbiotic relationship between schools and universities. Moreover, this assignment will be using Stina Hallsén’s description of policy analyzes to examine the valuation and norms from Umeå’s curriculum, and then take the analyzation further by comparing it to the Swedish high school curriculum. It will thereafter be analyzed with Gert Biesta’s three concepts, Qualification, Socialization and subjectification. Biesta’s concepts will help to measure how good the education at the teacher education program in Umeå is.

The results of the study can shortly be described that there’s a long line of changes happening at the teacher education program at Umeå university and the subject of history in the time period 1970 to 2015. The changes range from small differences like the curriculum changing pace, to big changes like entire course moments getting removed and new ones getting added. In addition, the curriculum from Umeå university gets compared to the Swedish high school curriculum. This comparison alongside the study’s framing of question serves to give better insight into how the teachers education program has changed and evolved during the time period. Lastly the results of this study show that yes, there is a symbiotic relationship between Umeå university’s education for teachers and the Swedish high school curriculum. Furthermore, the students attending the teacher training education are taught that becoming a teacher is a lifelong mission to evolve and understand the changes happening in the schools.