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Framgångsfaktorer i läs- och skrivlärande: En praxisorienterad studie med utgångspunkt i skolpraktiken
Stockholms universitet.ORCID iD: 0000-0003-0504-3846
2013 (Swedish)Doctoral thesis, monograph (Other academic)Alternative title
Success Factors in Teaching Reading and Writing : A praxis-oriented study based on school practices (English)
Abstract [en]

The aim of this study is to analyse the factors underlying successful reading and writing education and the educational conditions promoting reflective didactic skills, focusing on the students’ develop­ment of reading and writing abilities. Large international surveys indicate that the consensus concerning read­ing and writing education achieved by science during the past decade has had limit­ed impact on class­room activities. Thus, an underlying question is how research results can be implement­ed in every­day schoolwork. This study uses a praxis-oriented approach by working with classroom observations and reflective communication with teachers about learning processes and pedagogical methodology. The importance of the teachers having a solid theoretical background is underlined since it enables them to identify the students’ developmental stage, to adapt the instruction accordingly and to instant­ly grasp pedagogical opportunities to interpret and utilize the diagnostic signals. Another conclusion is that successful reading and writing education must be viewed in a context of language develop­ment as a whole, involving both its oral and its written aspects. This study also demonstrates that re­search results are perceived by teachers to be more accessible and relevant when the focus is on applied peda­gogics, allowing theory and practical applications to interact. The teachers’ professional development is shown to be an on-going, interactive, social process in which organisation, time and communicative meetings play an important part. Abduction proves to be an effective learn­ing strategy in the development of professional competence whereby academic know­ledge and on-the-spot know-how are allowed to coalesce in practically useful know­ledge. The study’s praxis-oriented approach has made it possible to define the teachers’ experience-based know­ledge at the same time as the theoretical knowledge in the field has developed. This opens up possibilities for scientific theories to establish themselves in practical school work.

Place, publisher, year, edition, pages
Stockholm: Stockholms universitet , 2013. , p. 245
Keywords [en]
reading and writing education, teacher competence, professional reflective skills, dyslexia, language development, praxis-oriented, läs- och skrivlärande, lärarskicklighet, handlingsreflektion, dyslexi, språkutveckling, praxisorienterad
Keywords [sv]
läs- och skrivlärande, lärarskicklighet, handlingsreflektion, dyslexi, språkutveckling, praxisorienterad
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:kau:diva-68411ISBN: 978-91-7447-681-1 (print)OAI: oai:DiVA.org:kau-68411DiVA, id: diva2:1230691
Public defence
2013-05-23, Stora hörsalen, Naturhistoriska riksmuseet, Frescativägen 40, Stockholm, 13:00 (Swedish)
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Note

En bearbetad version av Catharina Tjernbergs avhandling, med titeln "Framgångsrik läs- och skrivundervisning: en bro mellan teori och praktik", ISBN 9789127137387, finns utgiven på förlaget Natur och kultur 2013.

Available from: 2018-08-13 Created: 2018-07-04 Last updated: 2018-08-13Bibliographically approved

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