Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
”Läsningen går framåt, men inte stavningen”: En kvalitativ studie om lärares strategier och tankar kring skrivutveckling för elever i årskurs 1-3
Karlstad University, Faculty of Arts and Social Sciences (starting 2013), Department of Language, Literature and Intercultural Studies.
2016 (Swedish)Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesisAlternative title
”The reading ability progresses, but not the spelling” : A qualitative study of teachers’ strategies and thoughts on spelling development of pupils in year 1-3 (English)
Abstract [sv]

Syftet med detta arbete har varit att undersöka lärares syn på skrivundervisning i ljuset av lärares kompetens och perspektiv på lärande. Att pedagogens kompetens och kunnande är centrala för elevers skriftspråkliga utveckling har konstaterats i tidigare forskning, och undersökningen utgår från att pedagogen är den enskilt viktigaste faktorn för elevers lärande. Med stöd i kvalitativa intervjuer har det undersökts hur pedagogers kunskaper om skriftspråkets formella aspekter samt det perspektiv på lärande som pedagoger anser sig ha påverkar deras metodval. Resultatet visar att pedagoger med bristande kunskap om språkets form och struktur väljer att fokusera undervisningen på språkets kommunikativa aspekter. Den kommunikativa funktionen är en central tanke inom det sociokulturell perspektiv pedagogerna uppger att de utgår från.

Abstract [en]

The author of this study has aimed their attention to teachers’ view on spelling development, and has set out to understand how it is affected by a teacher’s competence and prspective on learning. Previously published research has shown that a teacher’s knowledge and competence are critical for a student’s literacy development, and the study assumes the teacher as the key factor for a student’s learning. The author has investigated how a teacher’s knowledge in regards to the formal aspects of a language, together with the perspective on learning that a teacher claims to have influences their choice of method. This has been done through the support of findings from qualitative interviews. The result shows that teachers whom lack knowledge of the formal aspects of a language focus the attention of the classroom to the communicative aspects of the language. They communicative aspect of a language is a central thought within the sociocultural perspective on learning, which the teachers claim to take.

Place, publisher, year, edition, pages
2016. , 42 p.
Keyword [en]
Literacy development. Spelling. Phonics. Whole-Language. Teachers’ competence.
Keyword [sv]
Skrivundervisning. Stavning. Analytisk metod. Syntetisk metod. Lärares kunskaper.
National Category
Humanities
Identifiers
URN: urn:nbn:se:kau:diva-47900OAI: oai:DiVA.org:kau-47900DiVA: diva2:1073213
Subject / course
Swedish
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2017-02-10 Created: 2017-02-09 Last updated: 2017-02-10Bibliographically approved

Open Access in DiVA

No full text

By organisation
Department of Language, Literature and Intercultural Studies
Humanities

Search outside of DiVA

GoogleGoogle Scholar

CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf