Historiebruk: Är det att man brukar historien till sin fördel på nåt sätt? : En intervjustudie om historielärares förståelse och tillämpning av begreppet historiebruk i undervsining

Sammanfattning

The purpose of this thesis is to investigate how history teachers understand and apply the concept of use of history in their teaching. The background to the study is the concept's central role in the curriculum for history, as well as its complex and multifaceted nature, which previous research has shown can create uncertainty among teachers regarding both interpretation and practical application. The study employs a qualitative method, using semi-structured interviews to gather data from three history teachers working at the same school. The collected data has been analyzed using Klas-Göran Karlsson's typology of different types of use of history, which also forms the theoretical framework for the study. The results show that even teachers within the same faculty have different perceptions of what use of history entails, as well as varying ways of applying it in their teaching, both in terms of scope and method. This study confirms previous research by demonstrating that use of history continues to be perceived as complex and challenging to teach. The results also highlight the teachers' teaching examples, which can be seen as various approaches and applications of use of history in education. In order for teachers to work purposefully with use of history in alignment with the course objectives, professional development is needed to support teachers in applying use of history in a way that is consistent with the curriculum goals.