Att främja koncentrationsförmåga hos ungdomar : En studie om lärares arbetssätt och syn på koncentrationsfrämjande metoder under genomgångar i engelskundervisningen i högstadiet och gymnasiet.

Sammanfattning

This study examines how English teachers in Sweden perceive students' ability to concentrate and how they adapt their teaching to support sustained attention during class reviews. Using semi-structured interviews with seven English teachers at secondary and upper secondary school level and analyzed through deductive thematic analysis, the study identifies recurring patterns in teaching practice and attitudes toward concentration-related challenges. The findings show that the majority of teachers perceive a deterioration in students' concentration, attributed to social media and technology use. Teachers employ a range of strategies, including segmentation, questioning, movement breaks, and relationship-building, that broadly align with research-based interventions, though often without access to the theoretical frameworks that explain their effectiveness. The widely circulated principle of limiting instruction to 10–15 minutes is known among teachers but not consistently followed and where applied tends to be situational rather than principled.