Lärarstudenters historiekunskaper och ämneskonception


  • Anna Johnsson Harrie Linköping University
  • David Ludvigsson Linköping University
  • Mats Sjöberg Linköping University




Supporting students to master the transition from secondary school to university is a challenge that occupies educators in many countries. In order to support the students in effective ways, we need to know what subject conceptions and subject knowledge they bring to academic studies. In this study, the authors draw on questionnaire data from 462 student teachers in Sweden. The questionnaires were filled in the first week the students studied history at university. Among the students, some trained to be history teachers at primary and elementary school, whereas others trained to be history teachers at secondary school. The results indicate there are both similarities and differences between the student groups. Those training to become history teachers at primary and elementary school identified with the teacher profession but less so with the subject of history. Those studying to become history teachers at secondary school tended to identify with the subject but less so with the teacher profession. Most students argued that history is important in order to understand the present. All student groups manifested knowledge about “time-spaces” of the past, i.e. they were able to show a rough chronological framework. A minority among the students manifested a chaotic chronological order. Among students studying to become teachers at secondary school, there is a tendency that they have weaker knowledge about older history and Nordic history as compared to modern history and Swedish and world history.