Society in real time, but teachers without time : A Study on Social Studies Teachers Oppurtunities for Collegial Collaboration

This thesis explores upper secondary school teachers’ experiences of collegial collaboration in the subject of social studies. Using a qualitative approach, semi-structured interviews were conducted with five practicing social studies teachers. The study is based on the complex nature of social studies as a school subject, characterized by topicality, political content, and an unclear subject identity. Etienne Wenger’s theory of communities of practice provides the analytical framework for understanding how teachers experience the need for, possibilities of, and content within collegial collaboration. The results show a strong need for collaboration, particularly regarding teaching quality, assessment, and the subject’s ever changing content. However, time constraints, lack of scheduled meeting opportunities, and organizational barriers limit the ability to collaborate systematically. The collaboration mainly occurs informally and spontaneously but is considered valuable and professionally supportive. The study highlights the importance of both structural and cultural conditions to enable sustainable collegial collaboration that strengthens both teaching and professional identity.