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"Det blir mer på riktigt": En kvalitativ intervjustudie om hur lärare använder elevers religiösa erfarenheter i religionskunskapsundervisningen
Jönköping University, School of Education and Communication.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
"It gets more real" : A qualitative interview study about how teachers use pupils’ religious experiences in Religious Education (English)
Abstract [sv]

Studien är gjord inom området religionsdidaktik med inriktning mot grundskolans årskurs 4 – 6. Det saknas forskning som är gjord i en svensk kontext på mellanstadiet, vilket motiverar studien. Det har gjorts liknande undersökningar i andra länder, varför det också blir intressant att undersöka hur det ser ut i ett svenskt skolsammanhang på mellanstadiet. Syftet med studien är att undersöka om och i så fall hur religionskunskapslärare i årskurs 4 – 6 i en svensk kommun använder sina elever som lärande resurser i religionskunskapsämnet. Frågeställningen handlar främst om hur lärare arbetar med att inkludera elevernas religiösa erfarenheter i undervisningen. Studien består av ett resultat baserat på kvalitativa semistrukturerade intervjuer med sex olika lärare på tre olika skolor i Gislaveds kommun. En hermeneutisk ansats har använts för att tolka resultatet vilket innebär att min förförståelse och erfarenhet har spelat roll.

Alla lärare använder elevers religiösa erfarenheter i undervisningen. Dock varierar det hur lärarna resonerar kring detta och hur de använder dessa. Det är olika hur lärarna tänker när det gäller att be eleverna om tillåtelse att ställa frågor till dem under undervisningen. Alla lärare är överens om att undervisningen berikas av att bjuda in eleverna att dela med sig av sina erfarenheter. ”Det blir mer på riktigt”, som en av lärarna säger. Sammanfattningsvis är det viktigt att känna eleverna.

Abstract [en]

The study is made within the area of Religious Education didactics with its focus on compul-sory school for children in years 4 – 6. There is much research missing made within a Swedish context in those classes mentioned, which motivates the study. There have been made a few similar studies in other countries, why it is also interesting to see results from a Swedish school context for school years 4 – 6. The purpose of this study is to look into if and in that case how, Religious Education teachers in school years 4 – 6 in a Swedish municipality use their pupils as learning resources in the Religious Education subject. The questions at issue are mainly about how teachers work to include pupils’ religious experiences in the teaching. The study consists of a result based on qualitative semi-structured interviews with six different teachers in three different schools in Gislaveds kommun. A hermeneutic approach has been used to interpret the results which means that my preunderstanding and experience has played a part in the interpretation of the results.

Every teacher in the study uses pupils’ religious experiences in their teaching. However, it varies how they reason about the phenomena and how they use it. It is different how the teach-ers think when it comes to ask the pupils about their permission to be asked questions during the class. All the teachers agree that the teaching is enriched by inviting the pupils to share their experiences. “It gets more real”, as one of the teachers said. To sum up, it is important to know the pupils.

Place, publisher, year, edition, pages
2019.
Keywords [en]
heterogeneous classroom, pupils’ experiences, teaching, Religious Education
Keywords [sv]
heterogent klassrum, elevers erfarenheter, undervisning, religionskunskap
National Category
Didactics
Identifiers
URN: urn:nbn:se:hj:diva-44048ISRN: JU-HLK-JU-2-20190688OAI: oai:DiVA.org:hj-44048DiVA, id: diva2:1320463
Subject / course
HLK, Religious Studies
Supervisors
Examiners
Available from: 2019-06-11 Created: 2019-06-04 Last updated: 2019-06-11Bibliographically approved

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Citation style
  • apa
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  • Other locale
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Output format
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