hh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Responsibility - Discourses of Responsibility Articulated by Teachers in English
Halmstad University, School of Teacher Education (LUT).
2009 (English)Independent thesis Basic level (degree of Bachelor)Student thesis
Abstract [en]

In the curriculum for the non-compulsory school system, Lpf 94, the concept of responsibility is mentioned 32 times, which makes it important for pupils in all ages to acquire. But the question is if teachers really know what the concept means? This thesis’ aim was to investigate how teachers in English at upper secondary schools articulate discourses of responsibility. Discourse analysis, in forms of discourse theory and discursive psychology, was used to analyze the empirical data. The data consisted of statements from semi-structured interviews with four teachers in English at the upper secondary school level.

The results and analysis were presented in eight categories, which were The Concept of Responsibility, Responsibility in English, Responsible Behaviour, Responsibility but How and How Much, Responsibility and Influence, Responsibility and the Teacher, the Importance of Responsibility, and finally Inability to Take on Responsibility. The different categories were discussed in relation to previous research and Basil Bernstein’s theory about collection and integration codes. The thesis’ results corresponded to Bernstein’s theory about how some pupils benefit from an invisible pedagogy, whereas other does not. Previous research has focused a great deal on the question of the importance of pupils’ responsibility. The statements from teachers in this study showed that they expect pupils to show responsibility. The thesis’ conclusion is, in short, that teachers have to take on their responsibility to increase pupils’ awareness and thereby pupils’ ability to take on responsibility.

Place, publisher, year, edition, pages
Högskolan i Halmstad/Sektionen för lärarutbildning (LUT) , 2009.
Keywords [en]
Basil Bernstein, Discourse analysis, English, Responsibility, Social constructionism
Identifiers
URN: urn:nbn:se:hh:diva-2509Local ID: 2082/2911OAI: oai:DiVA.org:hh-2509DiVA, id: diva2:239727
Uppsok
Social and Behavioural Science, Law
Available from: 2009-05-29 Created: 2009-05-29 Last updated: 2009-05-29

Open Access in DiVA

attachment(143 kB)285 downloads
File information
File name ATTACHMENT01.pdfFile size 143 kBChecksum MD5
d0e52e40d4ac95910f06c599dd55e057232b2548b5866a92bf8b617dfa7b3fa0b682c12de1f329b4f51b00070450d893851a539e244eba4b314a18bb4471eb6c3565545c666e61656f6cc3967f9816eb
Type attachmentMimetype application/pdf

By organisation
School of Teacher Education (LUT)

Search outside of DiVA

GoogleGoogle Scholar
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 19 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf