| Popis: |
This article summarises and discusses a new research report about Swedish compulsory school teachers' conceptions of their own civics teaching. This empirical and exploratory study looks upon and presents as problems a variety of didactic questions from a teacher perspective. The main purpose of this work is to increase our knowledge of how compulsory school teachers (grades 1–9) verbalise their own thoughts around their choices concerning the civics' goals, contents, processes, methods, possibilities and obstacles, and other relevant organisational, planning, evaluation and in-service questions. The results of this study can, hopefully, also constitute some fruitful starting points for professional reflections, discussions and further investigations among teachers and researchers in teacher education. |
