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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

"Det finns en ram, men inom ramen är det ganska fritt" : En kvalitativ studie om genrepedagogik / "There is a frame, but within the frame it’s pretty free" : a qualitative study about genre pedagogy

Karlsson, Annika January 2010 (has links)
The purpose with my essay was to investigate how genre pedagogy works in a practical manor? I wanted to reach a deeper understanding for the genre pedagogy and to find out if it fits all students. To investigate this issue I have asked following questions:What is genre pedagogy?How do teachers work with different genres in the genre pedagogy?For whom is the genre pedagogy?Is the critic right that Frøydis Hertzberg is proposing about the genre pedagogy formalism? I have been using qualitative methods, to gather my empirical data. I have been using two unstructured interviews and one unsystematically observation, in a third grade class in a school south of Stockholm, with 30% second language students. I have also been watching several episodes about genre pedagogy at Utbildningsradions website and analyzed them. I have among others been using Gibbon’s book Scaffolding Language scaffolding Learning and Johansson Sandell Ring’s book (Let the language carry) I have also been using reports from the Swedish school ministry. In this way I have gathered interesting facts about how teachers educate in practice and how the interaction is. Genre pedagogy is about how the teacher together with the students finds subject knowledge and the text structure by speaking about the language with a so called Meta language and practical activities. The teacher part is to clarify the functional grammar and to give the tools so that the student will progress in his/ her writing skills and subject knowledge. The tutoring is presented so that the teachers part is to be supportive in the beginning when the students knowledge is being built up to gradually, when the student has the knowledge, to let the student do the task more and more by it self. There are critics aimed against the genre pedagogy that the student’s creativity and personal writing disappears. By my observation and analyses of the material from Utbildningsradions website, (UR.se) I have gotten a result that shows that the student text is written in the same structure as the template text, but there is space for their own imagination. One of the conclusions is that genre pedagogy fits most students, if the education is flexible and sometimes individualized.
2

Pedagogical implications and students' perceptions of genre method in an IELTS writing course

Chen, Qinghua 29 August 2018 (has links)
This case study examined both the implications of using genre pedagogy on students’ writing performance in IELTS-like tests as well as students’ perceptions of the genre method in the context of IELTS preparation course. The data were writing samples and the interviews with the students as well as the instructor’s teaching daily field notes. The implications and students’ perceptions of genre method were found relating to a variety of factors, such as students’ prior experience in IELTS preparation course. This study also proposed some future research directions such as the integration of IELTS preparation into the ESL courses. / Graduate
3

Vad är ett riktigt slut? : en kritisk granskning av genrepedagogiken i arbetet med sagogenren

Lindeborg, Hanna January 2011 (has links)
With this paper the aim is to find out whether there are any differences in how five students from the north part of Africa structures their tales in comparison with the Nordic tale "The emperor‟s new clothes". The purpose is to look at how the genre pedagogy can be said to relate to these differences. What happens to the "deviant" structures? Based on literature and research on the subject, I have concluded that there are certain patterns of how a tale "should" be structured based on Western standards. These text structures are seen as typical for the genre and are therefore, in accordance with the subject plans, reproduced in the classroom. In the analysis of the student´s texts there has been shown and a rather large variation in how the tales are structured.
4

Genrepedagogiska effekter : Elevers i åk Fk-3 motivation till att läsa / Genre Pedagogy Effects

Kristiansson, Frida January 2016 (has links)
This study aims to study the relation between genre pedagogy and motivation to read for pu- pils in the ages of six-nine. My data contains the interviews that was performed. I experienced some difficulties in the search for respondents, therefore the study only has four respondents. The respondents are active teachers, who teach pupils in the ages of six-nine and have a gen- rebased pedagogy in their class. The study is a qualitative study, that are influenced by her- meneutics and constructionism, which requires interpretation and reflection. According to my research the genre pedagogy has great significance to six-nine year olds’ motivation to read. The result show that, there is several aspects that affects pupils’ love for reading. How- ever, genre pedagogy can actually provide students understanding to what they read, which can increase the motivation to read. A critical approach is essential when you analyse a peda- gogical method, therefore both negative and positive effects of genre pedagogy are mentioned in the study.
5

”Fakta är att det är sant” : En kvalitativ studie om faktatextskrivande i undervisningen och förberedelsen inför det nationella ämnesprovet i svenska åk 3

Peters, Sofia January 2015 (has links)
The purpose of this study is to examine how the teaching of non-fiction texts looks like in grade 3 in three different classes and how the students in these classes are being prepared for the subsample that tests the ability to write a non-fiction text in the national test in Swedish and Swedish as a second language. I have, based on the purpose, issued three question that form the basis of this study. They are: What tasks does the students in these classes implement in Swedish lessons dealing with non-fiction? What models are used in Swedish teaching in these three classes dealing with non-fiction? How are the students being prepared for the subsample that tests the ability to write a non-fiction text in the national test in Swedish and Swedish as a second language? The methods used to carry out this study are observation and interview. The purpose of using these methods are to gain knowledge and to be able to explain a social phenomenon, in this case how the teaching of non-fiction texts looks like in grade 3. The theoretical concepts that are relevant for the implementation of this study are the writing discourses of Genre and Process. The result is that all of the teachers that featured in this study prepared their student for the national test in Swedish by implementing similar tasks in their teaching, which the students face in the national test. The students read non-fiction texts, selected relevant words from the texts and wrote their own non-fiction text during the lessons I observed. I detected two separate models used in the teaching, which are Genre pedagogy and Process writing. None of the teachers in this study used the models fully, but used some parts of them in their teaching.
6

Lärares arbetssätt med olika texttyper i svenskämnet, med inriktning mot årskurs 4-6

Andic, Berna January 2019 (has links)
The purpose of this study is to investigate how four teachers in grades 4-6 work with genre pedagogy in the Swedish subject. In this study the focus will be on these two issues: How do the teachers work with text types in the Swedish subject? How do the teachers describe genre pedagogy? I have used the two different methods which are interviews and observations in order to conduct the survey. I have also used two different theories that are related to the genre pedagogy in this study, these theories are the socio-cultural perspective and the circle model. These theories have been used to analyze the empirical material in this study. The result of this study shows that all four teachers work with the four different types of texts which are fact text, story, fabel and instruction in teaching in the Swedish subject. Furthermore all the teachers work in the same way with these different text types in the teaching, this by working with the text types based on the four different phases that are in the circle model in the teaching. These different steps consist of knowledge acquisition of a subject, the study of the text type with focus on the purpose, structure and linguistic features of the text type, the class writing its own text within the chosen text type,  which is followed by the students being allowed to write their own text within the chosen text type. This was reflected in the interviews and two of the observations. All teachers shared the same view that genre pedagogy is about a number of different genres. The texts that are written within a genre should consist of a specific structure, and language, depending on the purpose, situation and recipients of the texts, according to the teachers. This was evident in the interviews in this study.
7

Att kunna läsa eller inte kunna läsa? Det är frågan! : Ett arbete om läsförståelse och undervisning i lässtrategier / To be able to read or not to be able to read?  That is the question! : Diverse teaching strategies for reading comprehension

Serrander, Anna January 2014 (has links)
Detta arbete behandlar ämnet läsförståelse ur olika perspektiv. Fokus ligger på hur man kan träna upp en god läsförståelse genom att använda olika lässtrategier. Uppsatsen vänder sig både till ämnet svenska och svenska som andraspråk, därför är vissa avsnitt riktade direkt mot den senare typen av lärare och elever, som detta arbete kan vara behjälpligt för. En stor del av uppsatsen handlar också om lässtrategier, vilka bland annat utgör en del av grunden i de kvalitativa intervjuer, som utförs för att svara på arbetets frågeställningar. Informanterna är två lärare i svenska och svenska som andraspråk, som arbetar på ett mellan – respektive högstadium. I resultatet och diskussionen framkommer att såväl informanterna som forskarna, anser att läsförståelse innebär att man kan avkoda en text och tolka dess innehåll. De menar också att de viktigaste lässtrategierna är att: förutspå handlingen, ställa egna frågor om texten, klargöra otydligheter och sammanfatta texten. Slutsatsen av detta är att det verkar vara dessa lässtrategier man som lärare bör lägga ner tid och engagemang på, att lära ut. Dessutom konstateras det i diskussionen att undervisning i hur man läser olika texter, är ett obligatoriskt inslag i kursplanerna i svenska och svenska som andraspråk. Något som förhoppningsvis, tillsammans med andra faktorer, kan motverka fler låga resultat i kommande PISA-undersökningar.
8

Att undervisa om berättande texter : Hur man kan arbeta med genrepedagogik med fokus på berättande texter / To teach about narrative texts : How to work with genre pedagogy with focus on narrative texts

Wingqvist, Matilda January 2017 (has links)
The intention of my research is to increase understanding of what teaching with genre pedagogy, with focus on narrative texts, can look like. Through previous research and literature, I describe the emergence of genre pedagogy, why genre pedagogy is used, what a narrative text is and how it can be evaluated. The empirical material of the study consists of qualitative research interviews with teachers, as well as document analyses of the teachers’ educational plans with the purpose to gain a broader view of teaching with narrative texts. I have deliberately chosen the school I carried out my survey on. From my own experience, I know that this school work with genre pedagogy, which made it easier for me and the teachers as they knew the concepts, methods and terminology behind my questions. The results of the survey show that genre pedagogy promotes students’ learning, regardless of whether teachers choose to follow the structured circle model or focus on the creative personal writing. Both former researches and my teacher informants believe that the genre pedagogical teaching helps the students’ to develop subject language and their strategies for reading and writing texts in different genres. Nevertheless, as the results display, extra support is sometimes needed to further enhance students’ writing performance. The result also shows that the assessment of narrative texts usually has the best effect if it is written and formative. / Intentionen med min undersökning är att öka förståelsen för hur undervisning med genrepedagogik med fokus på berättande texter kan se ut. Genom att utgå från tidigare forskning och litteratur beskriver jag bland annat genrepedagogikens uppkomst, varför genrepedagogik används, vad den berättande texten är, samt hur denna kan bedömas. Undersökningens empiri består av kvalitativa forskningsintervjuer gjorda med lärare, samt dokumentanalyser av lärarnas pedagogiska planeringar med syfte att få en bredare bild av undervisning av berättande texter. Skolan jag valt att utföra min undersökning på har jag medvetet valt då jag sedan tidigare vetat om att de arbetar genrepedagogiskt, vilket underlättade både för mig och lärarinformanterna då de kände till begreppen i mina frågeställningar. Resultaten av undersökningen visar att genrepedagogisk undervisning främjar elevernas lärande, oavsett om lärarna väljer att följa den strukturerade cirkelmodellen eller om de fokuserar på det kreativa personliga skrivandet. Både tidigare forskare och mina lärarinformanter menar att den genrepedagogiska undervisningen gör att både elevernas ämnesspråk och strategier att läsa och skriva texter inom olika genrer utvecklas. Trots detta framgår dock i resultatet att extra stöttning ibland behövs för att stärka elevernas skrivutveckling ytterligare. I resultatet framgår även att bedömningen av berättande texter oftast har bäst effekt om den är skriftlig och formativ.
9

Struktur, stöttning och utmaning i skrivundervisning : En studie av genrepedagogiska arbetssätt i årskurs 2 / Structure, support and challenge in the teaching of writing : A study of genre-pedagogical methods in grade 2

Hultenius, Frida, Karlsson, Hanna January 2017 (has links)
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. / 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.
10

Genrepedagogik - mer än bara skrivande : En intervju- och litteraturstudie om hur lärare och facklitteratur framställer tillämpar och värderar det genrepedagogiska arbetssättet. / Genre pedagogy – more than just writing : An interview and literature study on how teachers and handbooks construe, apply and evaluate genre pedagogical methodology.

Edström, Anna January 2018 (has links)
The aim of the study is to investigate how genre pedagogy is construed, evaluated and translated into practice according to handbooks for teachers, as well as according to professional teachers and whether there is a coherence between the application and evaluation of both parties. Genre pedagogy is a method that aims at developing students’ reading and writing skills and is therefore interesting when fresh surveys from e.g. PIRLS and PISA show that the reading ability of Swedish middle school students is dropping.   I have chosen to use two qualitative methods: interview and a literature study. I have interviewed three teachers from schools in central Sweden. In the results section, I present my empirical study into two main themes and associated thematic subheadings.   The results suggest that what the literature presents is well in line with how the teachers apply genre pedagogy in practice. All teachers considered that it’s very important to support their students in the language and knowledge-based teaching. A negative aspect of the circle model is that the teaching can get tedious, especially for those students who find it easy to write. In sum, the results suggest that genre pedagogy is a flexible set of methods for meeting some of the challenges facing language teaching today, and one that teachers find easy to translate from theory to practice. / Syftet med studien är att undersöka hur genrepedagogiken presenteras, värderas och omsätts i praktik enligt genrepedagogisk facklitteratur samt enligt yrkesaktiva lärare samt om det finns en samstämmighet mellan de båda parternas tillämpning och värdering.  Genrepedagogiken är en metod som bland annat syftar till att utveckla elevers läs- och skrivförmåga och är därför intressant när färska undersökningar från till exempel PIRLS och PISA visar att läsförmågan hos svenska mellanstadieelever sjunker.   Metoden som ligger till grund för min studie är kvalitativa intervjuer och en litteraturstudie. Jag har intervjuat tre lärare från skolor i Mellansverige. I resultat- och analysdelen presenterar jag min empiri i två huvudteman med tillhörande tematiska underrubriker.   I mitt resultat har jag fått fram att det facklitteraturen presenterar stämmer bra överens med hur lärarna tillämpar genrepedagogiken i praktiken. Något lärarna ansåg som extra viktigt var att undervisa explicit samt att stötta sina elever, göra dem trygga och motiverade i den språk- och kunskapsbaserade undervisningen. En negativ aspekt med cirkelmodellen är att undervisningen kan bli tjatig och inrutad, speciellt för de elever som har lätt för att skriva. Lärarna ansåg dock att de kunde göra modellen till sin egen och vara flexibla i sin undervisning. Sammanfattningsvis visar resultaten att lärarna tycker det är lätt att göra om teori till praktik och att genrepedagogiken är ett bra arbetssätt för att möta de utmaningar som finns inom dagens språkundervisning.

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