Successful teaching – practice and theory : A qualitative study regarding history teachers own view of successful teaching

What are successful teaching-situations, and how do teachers in history perform them? These questions are examined by semi-structurally interviewing history teachers about their definitions of said situations and practical execution to reach such a performance. The empirical material is transcribed and categorized with aid of the phenomenographic method. The study is limited to a region in the middle parts of Norrland, although the results are still of importance in its purpose to exemplify what successful teaching-situations are and how to reach them. The general opinion of the informants seems to be that historical consciousness and learning goals are of importance, yet so too are the social and democratic fostering process if the purpouse are to become a good teacher who offer students successful teaching-situations.