lärares uppfattningar av bedömning av motsvarande kunskaper på folkhögskolans allmänna kurs
Av Viklund, Jenny
The aim of this study is to examine how folk high school general course teachers experience the concept corresponding, and in extension what impact it has on their planning, teaching and assessment. The study is based on a phenomenographic research approach. The empirical work consists of semi-structured interviews with fourteen general course teachers from nine different schools. Five different ways of understanding the concept corresponding where constituted. Corresponding is experienced as: (A) meaning the same knowledge as the content and requirements of the subject plans, (B) providing freedom to start from one's own ideas about the subjects, (C) providing the opportunity to start from the needs of the participants, (D) providing flexibility to deviate from certain parts of the subject plans and (E) providing the conditions for being able to work according to the distinctive character of the folk high school. The result was presented as a traditional outcome space and then deepened via themes of expanding awareness to provide further structure. The study has shown that different ways of understanding corresponding bring different didactic implications and different ways of realising the folk high school teacher's assignment. One idea behind the concept corresponding is that there should be room for teachers to work according to the distinctiveness of folk high schools. If the NCAE had demanded the same content and requirements as the NAE's subject plans, the word corresponding would not have been needed. The results of my study can contribute to providing a basis for teachers on general courses to reflect on how they relate to the concept corresponding, especially in relation to the qualification assessment as this also involves the exercise of authority, which in the long run can contribute to increased quality