The First Years of Teaching Physics in Swedish Upper Secondary School - What New Physics Teachers Experience That They Lack in Their Education

Abstract

This thesis aims to investigate the experiences of new physics teachers in Swedish upper secondary schools in Gothenburg. The study uses a qualitative method where nine active teachers were interviewed. This study contribution is to highlight what the teachers themselves feel they lack from their own education. I found out that the teachers felt they lack both teaching knowledge (practicing more teaching and grading methods) and subject knowledge (both content knowledge and knowledge about laborations). They also mentioned that racticum experiences can be very di erent depending on which school you have your practicum in. In the discussion I formulate a number of hypotheses that adresses the ndings of the study and suggest how new physics teachers can be more prepared for the challenges that the teaching profession presents.