Key challenges in SFI education: teacher’s perspectives

Abstract

Aim: The study aims at investigating SFI teachers’ perspectives about different types of challenges they confront with, and the impact that perceived challenges have on teachers’ practices in Gothenburg, Sweden. Theory: Socio-ecological framework was used to comprehend how multiple factors at various levels affect the teachers work and their practices as well. Three concepts of this theoretical model were applied as the lens to analyse and categorize the challenges based on public policy level as the macro level factor, institutional level as the meso level factor and individual level as the micro level factor. Method: Qualitative interview study was utilized to conduct this research. The study involved semi structured interview with five SFI teachers from three schools in Gothenburg. Results: The findings of this study contribute to the understanding of the challenges confronted by SFI teachers and the impact of them on teachers’ practices. Using thematic analysis, the findings highlighted that teachers did not have personal challenges ; however, they were frustrated that policy induced challenges are influencing their practices negatively. Thus, results revealed that challenges were produced at the policy level , which teachers experience at the institutional, and personal level. For those involved in education, the study's findings can be helpful in reducing the issues that instructors face and providing more support for them. The study highlights the necessity of addressing the SFI system's shortcomings and offers policymakers useful information for enhancing it and assisting SFI teachers and students.