The Never Ending Story : En läroplansteoretisk studie om GY11-reformens påverkan ur ett lärarperspektiv

Sammanfattning: New national curriculums are issued in order to change the present state of the educational system in a nation. In 2011 the old curriculum, the Läroplanen för de frivilliga skolformerna (LPF94) was replaced by the Läroplan, examensmål och gymnasiegemensamma ämnen för gymnasieskola 2011 (GY11). As future teachers we are interested in how a new curriculum affects the work of teachers concerning planning, teaching and examination from the teacher’s point of view. We conducted interviews with five teachers working at upper secondary schools (16-19 year olds) in Kalmar county. Our theoretical framework is based on curriculum theory and concepts of Leonard Bernstein: framing and classification. The interviews were conducted very freely, we had a couple of base questions and the teachers had the opportunity to elaborate their own thoughts, without us steering them too much. It is their experience and concerns we are interested of after all. We have then made sure their anonymity by addressing them by letters (in order of conducted interview), not mentioning their working place or gender. The only information present is how long they have worked as teachers and their subjects. Three of the teachers experience a different pattern concerning co-operation and their teaching style in the classroom. While two of them have no such experience, more or less. What they all do experience is the expansion of the knowledge chapter in the curriculum. Now there is more knowledge the teachers must teach the pupils, but in the same amount of time as before. With much more to teach, one teacher especially expressed, there is more of a monolog in the classroom and less opportunities for current events in the world, in order to go through the now specific knowledge. Also, the new grades are tougher to achieve, more hard work is acquired just to pass. With the LPF94 different schools applied with different methods concerning working habits and view on teaching style, thus the LPF94 had a loose framing. This study concludes that the new curriculum promotes strong framing, the teachers work more as a unit now.