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Struktur, stöttning och utmaning i skrivundervisning: En studie av genrepedagogiska arbetssätt i årskurs 2
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
Linnaeus University, Faculty of Arts and Humanities, Department of Swedish Language.
2017 (Swedish)Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
Structure, support and challenge in the teaching of writing : A study of genre-pedagogical methods in grade 2 (English)
Abstract [sv]

Enligt läroplanen ska undervisningen leda till att eleverna kan uttrycka sig i olika former av texter. De texttyper som förespråkas i årskurs 1–3 är faktatext och berättande text. Syftet med studien är att undersöka hur lärare arbetar med skrivundervisning genom genrepedagogiska arbetssätt i årskurs två. Föreliggande studie utgår från ett sociokulturellt perspektiv. I studien har en metodkombination av observationer och intervjuer använts för att samla in empiri om detta undersökningsområde. Den insamlade empirin har sedan analyserats utifrån cirkelmodellen och en modell för stöttning och utmaning. Studiens resultat har visat att genrepedagogisk undervisning om olika texttyper med fördel bör påbörjas redan under skolans tidigare år. Vidare har studien visat att en framgångsrik undervisning kräver en väl övervägd balans mellan kognitiv utmaning och stöttning från omgivningen. Slutligen konstateras att skrivundervisning genom genrepedagogiska arbetssätt bidrar till att eleverna skriver mer strukturerade och genomtänkta texter. Det genrepedagogiska arbetsättet är utvecklande för alla elever, oavsett kunskapsnivå.  

Abstract [en]

According to the curriculum, teaching is supposed to have the result that pupils can express themselves in different forms of texts. The types of texts recommended for grades 1–3 are factual and narrative texts. The aim of the study is to investigate how teachers work with the teaching of writing through genre-pedagogical methods in grade two. The present study proceeds from a sociocultural perspective. It combines the methods of observations and interviews to collect empirical data in this field of study. The data was then analysed using the circle model and a model for support and challenge. The results of the study show that genre-pedagogical teaching about different types of texts benefit from starting in the earlier years of school. The study further showed that successful teaching requires a well-considered balance between cognitive challenge and support from surrounding people. Finally, it is observed that the teaching of writing through genre-pedagogical methods helps pupils to write more structured and well thought-out texts. The genre-pedagogical method helps all pupils in their development, regardless of the level of their knowledge.

Place, publisher, year, edition, pages
2017. , p. 34
Keywords [en]
Genre pedagogy, explicit writing teaching, circle model, support, challenge
Keywords [sv]
Genrepedagogik, explicit skrivundervisning, cirkelmodellen, stöttning, utmaning
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:lnu:diva-65670OAI: oai:DiVA.org:lnu-65670DiVA, id: diva2:1112853
Subject / course
Swedish Language
Educational program
Lärarprogrammet, inriktning mot verksamhet i grundskolans tidigare år
Supervisors
Examiners
Available from: 2017-06-22 Created: 2017-06-20 Last updated: 2017-06-22Bibliographically approved

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fulltext(620 kB)112 downloads
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File name FULLTEXT01.pdfFile size 620 kBChecksum SHA-512
06f02284f202260685fe7acfa7bd9008fdb568db654b0a2a956b17e7eafb4b400194bbbf2b8ee3fc341cc12b916878947bc5b0feb67ad153f78a4b57986f7c54
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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