“The double mission” : A study about high school teachers' work with literature by focusing on basic principle

Denna uppsats syfte är att undersöka hur sex verksamma gymnasielärare, med svenska som undervisningsämne, arbetar med värdegrunds- och kunskapsuppdraget genom litteraturarbete. Detta ska belysa skönlitteraturens potential i värdegrundsarbetet som lärarna bedriver. Undersökningen har fokuserat på de metoder och resultat som framgått under undersökningen. Intervju valdes som metod vid denna studie för att få ett nyanserat och fördjupat resultat. Sex verksamma gymnasielärare intervjuades och ligger till grund för studiens resultat. Dessa resultat analyserades genom läroplans- och värdegrundsteorin för att ge undersökningen en tydlig utgångspunkt utifrån informanternas olika perspektiv och därmed ge ett skildrat resultat. Vad som gick att utläsa från studiens resultat var att dessa gymnasielärare alla såg potential med skönlitteratur som arbetsmetod att använda sig utav vid värdegrundsarbete. Det framgick även att det fanns en problematik som uppstod i samband med ”det dubbla uppdraget” som informanterna framhävde.This study investigates how six active upper secondary school teachers, with Swedish as an educational subject, work with the knowledge requirements and basic principle through literature. The knowledge requirements and the basic principle is based on the Swedish National Agency for Educations curriculum for upper secondary school. The purpose is to highlight what potential literature has concerning the basic principle, a mission presented by the Swedish National Agency, undertaken by the teachers. The survey has focused on the methods employed by the different teachers and the results of such methods as perceived by the teachers have been identified during the analysis. To get a multifaceted result interview was chosen as a method. Six active upper secondary school teachers were interviewed and were also the basis for the study results. The results, provided by the informants’ interviews, were analyzed through two theories, concerning curriculum requirements and basic principle. This study shows that all the high school teachers saw potential in literature as a tool to use in value-based teaching. It was also found that the informants saw the "double assignment", curriculum requirements and basic principle assignments as two separate missions, as a challenge and possible obstacle in their teaching