“Man får nog vara kunnig själv” : En kvalitativ studie om lärarstudenters synsätt på skolbiblioteket i sitt kommande yrke.

Sammanfattning: The central theme of this study is the school library and how teacher students' view the integration of the library in teaching. Previous research has shown that the teacher programs lack education and knowledge on how to practically make us of the library. The purpose of this study is to investigate what perceptions and experiences future teachers have about the library's function and how they view the integration of the library in their teaching after graduation. To investigate the teacher students' perceptions and experiences, a qualitative analysis was made using semi-structured interviews at one university in Sweden including five primary school teachers and five subject teachers. This study is based on Loertscher's Teacher Taxonomy. One conclusion drawn was that the parents' approach to the library is more decisive than the informants' experiences from their schooling. The teacher students with parents that would read and often bring them to the library are more likely to make use of the library themselves in their future profession. The results show that most teacher students will use the library mainly in the Swedish subject. Furthermore, the results also concluded that the subject teachers in the study more frequently would use the library as a second classroom, a place for the pupil to study individually, or a place for having meetings. Many of the teacher students have good opportunities for future collaboration with the library, what tends to affect the usage is ignorance, the workplace, and the teacher students' previous experiences.