Historielärares tolkningar och tillvägagångsätt för att utveckla elevers historiemedvetande

Historcal consciousness is an ambiguous concept that is depicted throughout in the 2011 curriculum. The purpose of this essay is therefore to examine how a selection of history teachers interprets and integrates the concept of historical consciousness in their teaching. Semi-structured interviews is the method that is applied. The results are analyzed in relation to three definitions of the concept historical consciousness, which are established by Karl-Ernst Jeismann, Bernard Eric Jensen and Jörn Rüsen. Furthermore, the results are discussed on the basis of previous research regarding history teachers teaching methods on historical consciousness and student’s prerequisites for developing historical consciousness. In the results it appears that all history teachers interpret the concept of historical consciousness in fairly different ways. However, the history teacher’s interpretations consist of a common grounded understanding regarding the knowledge of connections between different time dimensions. Furthermore, it is demonstrated that the history teachers describe several different approaches to developing student’s historical consciousness, and that various interpretations and approaches described by the history teachers can be linked to Jeismann's, Jensen's and Rüsen's definitions of the concept