What teaching-related problem areas do teachers choose to investigate in their teaching practice, and how can these choices be understood?

Abstract

The objective of this article is to enhance the comprehension of teachers' professionalism and social mission in Sweden. To this end, the article investigates the teaching-related problems that teachers address when they are free to choose and and how these choices can be understood. The study was conducted as part of a three-year research and development program (R&D) with the objective of utilizing action research to enable teachers to address and resolve their own teaching-related issues to a greater extent, thereby enhancing student learning and development. The research and development program was implemented between 2018 and 2021 and was conducted by four educational providers in Sweden in collaboration with the Ifous research institute. The program followed the Ifous collaborative model for research and development work. The program involved 189 teachers, principals, and superintendents, as well as this study's three researchers whose task was to support the teachers' engagement in action research and conduct scientific studies in collaboration. The present study is based on a questionnaire sent to 142 teachers who were planning their first action research study in which they described their teaching-related problems. A qualitative content analysis was conducted, followed by a hermeneutic interpretation of the results of the content analysis and the percentage distribution between different problem areas. The study shows that teachers' problems are directed towards students: 1) subject knowledge (35%); 2) well-being (6%); 3) classroom behavior and way of being a student (58%).  Teachers' choice of problems can be understood in terms of professional judgement (A), de-professional judgement (B) or the implementation of a hidden curriculum (C) aimed at shaping ideal students who are motivated, orderly and self-directed. The results highlight the importance for teachers to self-critically and socially critically examine their perceived problems, and for professionals who have the task of governing, leading, supporting and researching teachers' teaching and professional development to self-critically and socially critically examine the content of programs, courses, development work and research projects. The results also raise normative questions about the purpose of education - which student ideals should be considered desirable in schools, and why?