”Eftersom vi vet att vi inte kan lära barn allting, är det bäst att lära dem att lära sig själva”
: om lärares undervisning i lärandestrategier i svenskämnet

Translated title of the thesis: ”Since we know that we cannot teach children everything, it is best to teach them to learn how to learn themselves”: about teachers' teaching of learning strategies in the Swedish subject
  • Elin Berglund
  • Linnea Sköld

Student thesis: Professional degree, Advanced level


The teacher's practice is based on the Swedish curriculum where the concept of strategy occurs hundreds of times however, the concept is not explicit. The concept of learning strategies is vast and implies different interpretations which result in unique teaching methods. Our thesis, therefore, aims to investigate how five teachers perceive learning strategies and from a pedagogical perspective, teachlearning strategies based on metacognitive, cognitive, and socio-affective strategies. Our empirical study shows that different Swedish teachers in grades 4–6 do teach learning strategies even though they are expressed in different ways. On the other hand, the teachers have quite a similar perception when it comes to defining teaching strategies. They are also in agreement that strategy teaching isabout raising awareness, practice, and naturally integrating said strategies into education. The study is based on a qualitative survey in the form of digital semi-structured interviews and is designed to document concepts appurtenant to the socio-cultural perspective as well as the constructive perspective, which we found to be partially related through our studies.

Date of Award2021-Jan-27
Original languageSwedish
SupervisorDaniel Möller (Supervisor) & Mary Ingemansson (Examiner)

Educational program

  • Grundlärarutbildning: årskurs 4-6

University credits

  • 15 HE credits

Swedish Standard Keywords

  • Educational Sciences (503)

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