This study aims to illustrate upper secondary teachers’ work with gender perspectives within the history subject. This concerns what they teach, how they teach it and why they teach it. In addition, the study investigates teachers’experiences with the gender education during their teacher education. The material for the study consists of nine interviews with teachers who teach the course Historia 1b. The theoretical framework that is used in the study is based on Sandra Harding´s gender theory. 

The study shows that the teachers bring up men and womens’ contribution to the development of society. They also bring up injustices such as differences in gender roles and power relations. Regarding teaching methods, there are no significant methods used to highlight gender perspectives. The teachers mentioned lectures and discussions as methods, but they noted that they use these methods regardless of what time period they work with. Moreover, the teachers also use the same type of teaching materials no matter what area they work with. They mentioned various texts and videos as material that could be used at any time, but they noted that they use letters and newspaper adverts to especially highlight gender perspectives. Some of the teachers that participated in the study claimed that they only highlight gender perspectives since they have to according to the syllabus. Others explained that they bring up gender perspectives as part of their own personal interest. Then there were some teachers who believed that highlighting gender perspectives was beneficial for the students since they developed their knowledge and understanding further in that way.

The teachers who finished their education long ago claimed that their education did not include gender perspectives. The teachers who finished their education more recently explained that their education had included gender perspectives, but only to some extent. However, all teachers that participated in the study agreed that the teacher education could improve their job with visualising gender perspectives. This mainly concerned teaching the students how to highlight gender perspectives in class and making it a bigger part of their education in general.