Inte ett leende före höstlovet : En kvalitativ textanalys av lärarens ledarskap sett genom fem läroplaner med auktoritetsperspektiv

This is a qualitative textual analysis of curriculum for primary education in 1962, the curriculum for primary education in 1969, the curriculum for primary education in 1980, the curriculum for the compulsory school system in 1994 and the curriculum for primary school 2011th. Purpose of this thesis is to see how the government through the curriculum specifies directives for how teachers should be more or less authoritative. The boundaries of the essay are to only look at the claims against the teacher in elementary school. The questions are what is required of the teacher directly or indirectly from the curriculum 1962,1969,1980,1994 and 2011, focusing on the concept of authority and what change has taken place? To answer these questions, I have read the current curricula and other research publications in the field. The theories that are essential in the paper are hermeneutic theory and curriculum theory. The two theories are used as an approach to reading and analyzing the curricula. The paper showed that changes in the requirements of the teacher have changed from curriculum for elementary school 1962 to curriculum for elementary school 2011th. A change has taken place both in the government's directives on what relationship the teacher should have with the student, but also in how the teacher should educate the student. As for teaching mixer authority as described it does not appreciably in the curricula instead I looked at what sanction funds existed in the school during this period. Another important observation is that the curriculum says the targets are to school but not how the teacher will achieve these goals