"Man vill ju att alla ska vara med och känna att de lyckas" : -Lärares upplevelser av att arbeta med parallella läroplaner.

Sammanfattning

The aim of this study is to examine how compulsory school teachers experience the inclusive task of working with parallel curricula in mainstream compulsory school. The study focuses on how the inclusive mission is expressed, how teachers experience the teaching situation, and how organisational conditions affect their work. The study has a qualitative approach and is based on ten semi-structured interviews with practicing teachers. The empirical material was analysed using reflexive thematic analysis from a phenomenological perspective. The results show that teachers experience working with parallel curricula as complex and demanding, where several policy documents need to be managed at the same time in teaching. In their experiences, inclusion appears as a central part of the task, where teaching needs to be designed to enable participation, understanding and learning for all pupils. At the same time, teachers describe how they continuously balance pupils’ different needs, levels of knowledge and curriculum goals within the same classroom, which places high demands on flexibility and adaptation. Furthermore, organisational conditions appear to be important for how the task can be carried out in practice. Access to special educational support, collegial collaboration and support from school leadership are described as important factors. When these conditions are lacking, teachers experience increased individual responsibility, which can lead to stress and feelings of inadequacy in their professional role. Overall, the study shows how teachers’ experiences are shaped in a complex interaction between inclusion, teaching practice and organisational conditions, where both opportunities and challenges become visible.