Lärarstudenters ämnesdidaktiska reflektioner i geografi, historia, religion och samhällskunskap
Nyckelord:teacher students, comparative subject didactics, social studies education, civics, history, geography, religion
In this study we investigate subject didactic reflections of 183 teacher students in civics, history, geography or religion in primary, elementary or secondary schools. We ask teacher students to reflect on what they perceive to be important and difficult to teach in their subject and also what methods they think would be productive. A comparative content analysis shows that a majority of the teacher students view academic knowledge and skills as important and challenging to teach in their respective subjects, and pupil-centered methods as those that primarily should be used in teaching. We do, however, find significant differences between the four subjects, for example concerning focus on facts and teacher-centered methods versus attitudes and values and student-centered methods. The students’ subject didactic reflections indicate important insights about teaching but they generally lack insights into pupils’ subject specific difficulties and how different methods may be used to support pupils’ learning.