Role of High School Teachers in Swedish Psychology Education: A Phenomenological Study

Authors

Torsten Norlander, Karlstad UniversityFollow
Alexander Blom, Karlstad University
Trevor Archer, Göteborg UniversityFollow

Abstract

A descriptive, qualitative analysis of in-depth interviews involving six high school teachers of psychology was carried out in order to ascertain the factors contributing to the outcome of education in the discipline. The Empirical Phenomenological Psychological method (EPP-method) was used. Eighteen categories of "meaning units" were derived from the analysis of the interview materials and are described together with representative quotations taken directly from the raw material. Didactic image but also school leadership, governors, politicians and students all influenced content, organisation and teaching of the psychology course, which is viewed not only as an autonomous subject in its own right but also a necessary preparation of young people for the realities of adulthood.

Keywords

Didactic, EPP-method, Psychology, Teachers

Publication Date

9-1-2002

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2002.1976

Recommended APA Citation

Norlander, T., Blom, A., & Archer, T. (2002). Role of High School Teachers in Swedish Psychology Education: A Phenomenological Study. The Qualitative Report, 7(3), 1-17. https://doi.org/10.46743/2160-3715/2002.1976