Lärarnas upplevelse av teknikämnet : En undersökning av teknikundervisning i årskurs 4–6

Sammanfattning: To teach technologyeducation has a fair amount of struggles, where different factors influence the quality of the education. To conduct a qualitative education means that the teacher has the ability to combine the pedagogy and didactics. Qualitative education also means to interlock with the curriculum, lesson planning, carry out a lesson, grade and feedback to the student (Håkansson & Sundberg 2012). The purpose of my work was to identify the factors which have an impact on how well teachers can perform a high qualitative education following in accordance with the curriculum because it is a critical point in the Swedish Schools Inspectorate report (2014). I choose to use a survey and immersed interviews. The 6 involved teachers all work at the primary school and teach the technology subject. The factors I have chosen to examine is the teachers education, the curriculum and the learning environment, planning and teaching, the pupils motivation, participation and interest for the technology subject. The result shows s that it completely depends on where the teachers work on how they should conduct their education due to the different factors that matters. Many of the factors cannot influence teachers very much, which makes it difficult to get to that perfect teaching when all the prerequisites exist for teachers and students to succeed. Many of the interviewed teachers conduct a teaching based on very small margins, but according to the teachers, they succeed anyway in getting a good teaching and that the students achieve the higher levels in the knowledge requirements.