Framgångsfaktorer i läs- och skrivlärande: En praxisorienterad studie med utgångspunkt i skolpraktiken

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Framgångsfaktorer i läs- och skrivlärande : En praxisorienterad studie med utgångspunkt i skolpraktiken

Tjernberg, Catharina (author): Stockholms universitet,Specialpedagogiska institutionen

Heimdahl Mattson, Eva, Professor (thesis advisor): Stockholms universitet,Specialpedagogiska institutionen

Myrberg, Mats, Professor (thesis advisor): Stockholms universitet,Specialpedagogiska institutionen

Fredriksson, Ulf, Docent (opponent): Stockholms universitet,Pedagogiska institutionen

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ISBN 9789174476811
Stockholm : Stockholms universitet, 2013
Swedish 245 s.

Related links:: http://urn.kb.se/res...; show more...; https://www.nok.se/t...; https://su.diva-port... (primary) (Raw object); https://urn.kb.se/re...; https://urn.kb.se/re...; show less...

Doctoral thesis (other academic/artistic)

Abstract Subject headings

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.

Subject headings

SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)

Keyword

reading and writing education
teacher competence
professional reflective skills
dyslexia
language development
praxis-oriented
läs- och skrivlärande
lärarskicklighet
handlingsreflektion
dyslexi
språkutveckling
praxisorienterad
läs- och skrivlärande
lärarskicklighet
handlingsreflektion
dyslexi
språkutveckling
praxisorienterad
Education
Pedagogik
specialpedagogik

Publication and Content Type

vet (subject category)
dok (subject category)

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SOCIAL SCIENCES: SOCIAL SCIENCES; and Educational Scie ...; and Pedagogy

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