Språkliga krav inom grundlärarprogrammet F-3 – En kvalitativ studie som undersöker lärarutbildares perspektiv

Abstract

This study investigates teacher educators' views on the literacy requirements for primary school teacher students in grades F-3 in the programme. The study aims to highlight how teacher educators view the language skills students need to complete the programme and in their future professional lives. In addition, the study investigates how they are supported in their development to become competent teachers. The background to this study is the current proposal to tighten the eligibility requirements, which means that a grade C in Swedish is required for admission to teacher training. The empirical data consists of semi-structured qualitative interviews with twelve teacher educators at five Swedish universities. The interview responses were analysed using thematic analysis from an academic literacy perspective. The results show that although the majority of teacher educators are positive about the possible changes to the entry requirements, there are divided opinions regarding the increase in entry requirements and that these may have varying consequences for future students and the teaching profession. The results reveal a dichotomous tension between improving the quality of education and the task of broadening recruitment to higher education. In addition, raising the entry requirements could exacerbate the teacher shortage in the long term. According to the informants, students' language skills are considered important for success in education, and it is emphasised that language and knowledge cannot be separated. Furthermore, it emerges that good language skills are required in the future professional role, as this leads to trust and increased professionalism. The study shows a need and a desire for more support for students from the university. The will is there, but opportunities are limited due to a lack of resources and time