Didaktiska följder av GY25 för svensklärarens undervisningspraktik : "Ringar på vattnet"

Sammanfattning

This study examines the didactic consequences that emerge during the implementation phase of the Swedish curriculum reform GY25 within the upper secondary school subject of Swedish. The aim is to contribute knowledge about how Swedish teachers perceive the reform as affecting subject content, the organisation of teaching, assessment, and teachers’ didactic agency. The study employs a mixed-methods approach, combining a questionnaire completed by 35 Swedish teachers with semi-structured interviews with five teachers. The quantitative material was analysed through descriptive analysis, while the qualitative material was analysed thematically. The results show that teachers do not perceive GY25 as a complete transformation of the subject of Swedish, but rather as a shift in how content is organised, prioritised, and understood. Issues concerning content overload, progression, assessment uncertainty, and teachers’ interpretive space are particularly prominent. The study also shows that the subject of Swedish continues to be characterised by several parallel subject conceptions, in which skills training, Bildung-oriented perspectives, and experience-based approaches coexist and compete for instructional space. Digitalisation and AI also emerge as contextual factors influencing the implementation of the reform, particularly in relation to information retrieval, writing, and assessment. Overall, the study shows that the didactic consequences of GY25 cannot be understood as direct effects of policy formulations, but are shaped in the interaction between the reform’s intentions, teachers’ professional interpretations, subject traditions, and local teaching conditions. The reform has the potential to strengthen progression and long-term coherence in the subject of Swedish, but this potential depends on collegial collaboration, clarified assessment practices, and didactic prioritisation.