Läslyftet i praktiken. Analys av ett textmaterial och ett lärarlags samtal
DOI:
https://doi.org/10.5617/adno.5632Keywords:
kollegialt lärande, lärarfortbildning, läsundervisning i alla ämnen, läslyftAbstract
Sammanfattning
”Läslyftet” är en statlig kompetensutvecklingssatsning baserad på arbetet av Timperley et al. (2007). Syftet är att genom kollegialt lärande utveckla lärarnas didaktiska kunskaper för att förbättra elevernas läs- och skrivförmåga. Denna artikel redovisar en studie av hur satsningen genomförs på en gymnasieskola. Syftet är att förstå och diskutera genomförandet genom att undersöka det pedagogiska material som studeras av lärarna och hur det uppfattas av dem. Det analyserade materialet är 1) artikeln ”Att bearbeta text – före läsandet” (Hallesson & Visén, 2016) och 2) en gruppdiskussion i en grupp av sju lärare, en bibliotekarie och en samtalshandledare, om samma artikel. Studien använder två metoder: en textanalys (Hellspong & Ledin, 1997) av artikeln och en kritisk diskursanalys (Winther Jørgensen & Phillips, 2000) av lärarnas diskussion. Analysen av lärarnas diskussion visar en avsaknad av matchning mellan lärarna och texten. Denna kan delvis förklaras av textanalysens resultat som visar att texten innefattar ett antal abstrakta begrepp och saknar tydlig röst. Analysen av lärarnas samtal visar att samtalshandledaren endast delvis kan överbrygga denna distans till texten. Lärarna utvecklar i samtalet en överenskommelse om att det är svårt att se det som erbjuds i texten som användbart i den egna praktiken. Vår tolkning är att lärarnas mottagande av texten kan beskrivas som motstånd och att de upplever texten som ett hot mot sina identiteter som lärare. I analogi med Timperley et al. (2007) visar vår studie också att kompetensutveckling och kollegialt lärande är komplext och beroende på olika kontextuella faktorer som behöver undersökas ytterligare.
Nøkkelord: professionellt lärande, kollegialt lärande, motstånd, Läslyftet, läsning i skolan
The Swedish Reading Enhancement. Analysis of a text and a group of teachers’ professional learning discussion
Abstract
“Reading Enhancement” is a teacher professional learning investment by the Swedish Government based on the work by Timperley et al. (2007). Its aim is to develop teachers’ teaching skills through collegial learning in order to improve the pupils’ ability to read and write. This article reports on a study of how the investment is implemented at a Swedish vocational upper secondary school. The purpose is to understand and discuss the implementation by investigating the educational material studied by the teachers and how it is perceived by them. The analyzed material is 1) the article “To process text – before reading” (Hallesson & Visén, 2016) and 2) a group discussion in a group of seven teachers, a librarian and a discussion supervisor, about the same article. The study uses two methodological approaches: a text analysis (Hellspong & Ledin, 1997) of the article, and a critical discourse analysis (Winther Jørgensen & Phillips, 2000) of the teachers’ discussion. The analysis shows a discrepancy between the article and the teachers. This can partly be explained by the result of the text analysis, which shows that the article contains a large number of abstract concepts and lacks a clear voice. The analysis of the teachers’ discussion shows that the supervisor of the group can only partly manage the distance to the text. The analysis also indicates a mutual agreement in the group that it is hard to see how the ideas offered in the article can be transferred into their daily practices. We interpret this as resistance, since the teachers seem to fear that their teacher identity is threatened. In analogy with Timperley et al. (2007), our study also shows that professional learning is complex and depending on various contextual factors that need to be further investigated.
Keywords: professional learning, teacher development, resistance, Reading Enhancement, reading in school
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