“Samhällskunskap är inte nån enhetlig safir, det är ett smycke av bråte." : Ämneslärarstudenters uppfattningar om utbildningen och kunskapsinnehållet.

This study aims to obtain an understanding about the relationship between perceived subject knowledge and confidence in civics1 student teachers throughout Swedish teacher education programs. The Swedish teacher program has for the last couple of years been under discussion in both media and parliament. As of today it is up to the university to decide the curriculum, which results in students receiving a different education depending on what university or collage2 they attend. Lee Shulman's PCK-model establishes the groundwork for a teachers' knowledge base, and is used to support the arguments and further claims in the discussion of this paper. A mixed method study was conducted using a survey containing open ended questions, numeric rating scales (NRS), and self-efficacy scales inspired by the layout of a visual analog scale (VAS). 57 usable responses were received after the survey was distributed across a group of eight (8) colleges and universities. The responses gathered identified a lack of subject specific knowledge, not general content knowledge (CK). This report highlights a missing link between the academic world of the teacher program and the practical teaching profession.