När ämnesövergripande undervisning möter de estetiska ämnena : Lärares perspektiv på uppgifter och samverkan

Sammanfattning

The study examines teachers’ motives and didactic considerations for interdisciplinary teaching in the aesthetic programme in upper secondary school and how these relate to the teacher role, instructional content and student learning. Five teachers were interviewed in semi‐structured interviews, which were first compiled through an empirically close analysis and subsequently analysed with respect to the research questions. The findings show that teachers are motivated to create meaningful, authentic and vocationally relevant tasks that promote student engagement, responsibility and self‐confidence. Didactic choices are characterised by a balance between coherence and delimitation where tasks should be relevant and varied while also being assessable. The teacher role shifts toward a combination of subject specialist and project leader, with collegial planning central to practice. Interdisciplinary work is linked to increased learning as students develop both subject knowledge and societally relevant competencies such as collaboration and social participation. At the same time, organisational conditions — time, joint planning, equitable collaboration and curriculum — are emphasised as decisive for success. The study shows that the potential of interdisciplinary teaching is realised only when didactic choices, teacher professionalism and the school’s organisational framework align.