Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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
"Hur låter bokstaven H?": En kvalitativ studie om hur sju lärare arbetar med att utveckla elevers fonologiska medvetenhet
Jönköping University, School of Education and Communication, HLK, Disciplinary Research.
2019 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesisAlternative title
”How does the letter H sound?” : A qualitative study of how seven teachers work on developing pupils‘ phonological awareness (English)
Abstract [sv]

Studien behandlar ämnet fonologisk medvetenhet där syftet är att bidra med kunskap om hur lärarna i två skolor i en kommun beskriver att de arbetar med att utveckla den fonologiska medvetenheten hos elever i förskoleklass och årskurs 1. Utifrån syftet formulerades två forskningsfrågor: Hur sker planering, genomförande och uppföljning av fonologisk medvetenhetsträning i förskoleklass och årskurs 1, enligt lärarna? Hur beskriver lärare sin egen kunskap om fonologisk medvetenhet? Studien är kvalitativ med semistrukturerade intervjuer som insamlingsmetod. Informanterna i studien är sju yrkesverksamma lärare i förskoleklass och årskurs 1. Datainsamlingen transkriberades och analyserades utifrån en hermeneutisk ansats. Det sociokulturella perspektivet har varit studiens teoretiska ramverk.

Resultatet visar att kartläggning ligger till grund för hur lärare planerar undervisning av fonologisk medvetenhet. Vid genomförandet sker undervisning utifrån varierande arbetssätt med olika gruppsammansättningar, undervisningsmetoder samt medierande verktyg. Uppföljning av elevers fonologiska medvetenhetsträning sker med hjälp av screening, tester och/eller intervjuer. Trygghet i sin yrkesroll, kompetensutveckling och att aldrig vara fullärd beskriver lärarnas syn på sin egen kunskap om fonologisk medvetenhet.

För att lärare ska kunna skapa en god undervisning för elevers läsinlärning krävs det att de har kunskap om fonologisk medvetenhet.

The study is dealing with the topic of phonological awareness, the purpose of which is to contribute with knowledge about how the teachers in two schools in a municipality describe that they are working on developing the phonological awareness of pupils in pre-school class and grade 1. Based on the aim, two research questions were formulated: How does planning, implementation and follow-up by pupil’s phonological awareness take place in preschool classes and grade 1, according to the teachers? How do teachers describe their own knowledge of phonological awareness? The study is qualitative with semi-structured interviews as a collection method. The informants in the study are seven teachers working in preschool classes and year 1. The data was transcribed and analyzed using a hermeneutic approach. The socio-cultural perspective has been the study's theoretical framework

The results show that mapping is the foundation of how teachers plan teaching of phonological awareness. During the implementation, teaching takes place by a variety of working methods, with different group compositions, teaching methods and mediating tools. Follow-up of pupils’ phonological awareness training is done by the means of screening, tests and/or interviews. Security in their professional role, competence development and to never be fully trained describe the teachers’ own view on their own knowledge of phonological awareness. In order for teachers to be able to create a good teaching for pupils' reading learning, they need to have knowledge of phonological awareness.

Place, publisher, year, edition, pages
2019. , p. 36
National Category
Humanities and the Arts
Identifiers
URN: urn:nbn:se:hj:diva-44761ISRN: JU-HLK-JU-1-20190794OAI: oai:DiVA.org:hj-44761DiVA, id: diva2:1328692
Subject / course
HLK, Swedish Language and Literature
Supervisors
Examiners
Available from: 2019-06-24 Created: 2019-06-22 Last updated: 2019-06-24Bibliographically approved

Open Access in DiVA

fulltext(577 kB)23 downloads
File information
File name FULLTEXT01.pdfFile size 577 kBChecksum SHA-512
32da663184174d2c70c797b77d44112234ce839d4739ccf7d60e52786d0687434490ada5c30a96ef63a152a6eca903fa35877f6dbd83ee5246b318453b7c5d66
Type fulltextMimetype application/pdf

By organisation
HLK, Disciplinary Research
Humanities and the Arts

Search outside of DiVA

GoogleGoogle Scholar
Total: 23 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 23 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • 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