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  • 1.
    Johansson, Maritha
    et al.
    Linköping University, Department of Culture and Communication, Language and Literature. Linköping University, Faculty of Educational Sciences.
    Magnusson, Petra
    Högskolan i Kristianstad, Kristianstad, Sweden.
    Läslyftet i praktiken: Analys av ett textmaterial och ett lärarlags samtal2019In: Acta Didactica Norge - tidsskrift for fagdidaktisk forsknings- og utviklingsarbeid i Norge, E-ISSN 1504-9922, Vol. 13, no 1, article id 6Article in journal (Refereed)
    Abstract [en]

    “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.

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