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Lärares samtal om elevers skrivande av berättande texter i tidiga skolår
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (Studies of Language Practices)ORCID iD: 0000-0001-9194-9294
Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education. (Studies of Language Practices)ORCID iD: 00000-0002-4424-6710
2019 (Swedish)In: Nordic Journal of Literacy Research, E-ISSN 2464-1596, Vol. 5, no 2, p. 120-139Article in journal (Refereed) Published
Abstract [sv]

Det finns än i dag inte mycket forskat kring hur lärare för de tidiga skolåren samtalar om barns skrivande av berättande texter. Därför vill vi med den här studien bidra till ökade insikter genom att undersöka hur lågstadielärare förändrar sitt sätt att tala om elevers berättande texter efter en kortare fortbildning kring sådana språkliga resurser, som tidigare forskning pekar ut som viktiga att lyfta i skrivundervisningen. Resultaten visar att lärarna i fortbildningen breddar sin repertoar av språkliga resurser som rör narratologiska aspekter, om än i olika grad beroende på vilken typ av elevtext de talar om. Det ligger i linje med tidigare forskning som visar på lärares vana och vilja att använda litterärt metaspråk vilket de kopplar till kreativitet, medan det grammatiska metaspråket kopplas till regler och restriktioner. Lärarna blir också mer precisa i sina uttalanden genom att oftare dels använda formellt metaspråk, dels ge exempel från de elevtexter de diskuterar. Resultaten bidrar således med underlag för fortsatta diskussioner om vad som behöver betonas inom fortbildning och lärarutbildning och understryker betydelsen av långsiktighet inom sådan utbildning. Studien ger också underlag för diskussioner om synsätt på elevers tidiga skrivande i undervisningen, styrdokument och läromedel.

Abstract [en]

Very little research is available today about teachers’ discussions about students’ writing of narrative texts in early school years. This study therefore aims to contribute with such knowledge by investigating how primary school teachers change their way of talking about students’ narrative texts after having participated in professional workshops where various language resources were presented, that previous research has shown as important to highlight. The results show that the teachers primarily broaden their repertoire regarding resources related to narratological aspects, albeit to varying degrees depending on the type of student text they are talking about. This is in accordance with earlier research that shows teachers’ willingness to use literary meta-language, which they link to creativity, while grammatical meta-language is linked to rules and restrictions. The teachers also develop a somewhat greater precision by using formal meta-language, and giving examples from the students’ texts more often. In this way, the study contributes with insights for further discussions on what needs to be emphasized more in professional workshops and teacher education, as well as the importance of long-term efforts in such education. Furthermore, it concerns the need for expanded approaches to students’ early writing in teaching, curricula, national tests, and textbooks.

Place, publisher, year, edition, pages
Oslo: Cappelen Damm Akademisk, 2019. Vol. 5, no 2, p. 120-139
Keywords [en]
teachers' meta-language abilities, early school years, student texts, narratives
Keywords [sv]
lärares metaspråkliga förmåga, tidliga skolår, elevtexter, berättelser
National Category
Didactics
Research subject
Curriculum Studies
Identifiers
URN: urn:nbn:se:uu:diva-401528DOI: 10.23865/njlr.v5.1666OAI: oai:DiVA.org:uu-401528DiVA, id: diva2:1383533
Projects
2012-5058_VR/Funktion, innehåll och form i samspel. Elevers textskapande i tidiga skolår
Funder
Swedish Research Council, 2012-5058Available from: 2020-01-08 Created: 2020-01-08 Last updated: 2020-01-08

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Nordlund, Anna

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