Föreliggande studie syftar till att belysa lärares tankar angående deras skrivundervisning i årskurs F-3. Bilden av lärarnas perspektiv klargjordes genom en undersökning som utgick ifrån (1) vilka metoder och arbetssätt lärare uppger att de använder i den tidiga skrivundervisningen (2) vilka utmaningar lärare beskriver att de stöter på under skrivundervisningen samt (3) vilka resurser lärare uppger att de behöver för att möta utmaningar. De teoretiska utgångspunkterna för studien utgörs av Borgs (2015, 2017) redogörelse av lärarkognition och Vygotskijs (1978) beskrivning av stöttning. Denna studie vilar på en kvalitativ ansats (Braun & Clarke 2006) vars datainsamlande skedde genom sex semistrukturerade intervjuer. Sex lågstadielärare med olika erfarenheter från olika kommuner intervjuades. Studiens resultat visar att lärarna använder sig av varierande modeller och uppgifter inom skrivundervisningen för att tillmötesgå elevernas behov. Vidare visar resultatet att de största utmaningarna som lärarna ställs inför är individanpassning och resursbrist. Lärarna upplever att de är ensamma till antal i att möta elevernas svårigheter i klassrummet. Även behovet av mer tid åt att erbjuda stöd till eleverna för att stötta dem på deras väg till att erövra skriftspråket efterfrågas avlärarna. Avslutningsvis mynnar resultatet ut i en diskussion där metoder, arbetssätt, utmaningar samtresurser för att klara av utmaningarna i skrivundervisningen behandlas.

This study examines the design and use of task-specific rubrics in a Swedish secondary school setting, against the backdrop of the theory of formative assessment and feedback. For teachers, rubrics can be a tool for systematic analysis of curricula and grading criteria (so called knowledge requirements), while for students, rubrics can highlight the connections between learning objectives, teaching and assessment. The purpose was to study the design of rubrics as well as teachers’ beliefs and opinions about and experiences of using rubrics. A phenomenographic approach was used, supported by Borg’s theoretical framework on teacher cognition and combined with qualitative content analysis. The empirical material for this study consisted of seven examples of rubrics, and transcripts of semi-structured interviews with five teachers of Swedish. The analysis of the rubrics showed that, from a usage perspective, these can be divided into three groups: rubrics for summative assessment, rubrics for formative assessment and rubrics that appear suitable for both formative and summative assessment purposes (regardless of actual use). The rubrics studied could also be divided into two main groups from a design perspective: teacher-made rubrics not clearly modelled on official texts, which were rare, and rubrics based either on the grading criteria for the relevant course or on task-specific rubrics derived from national tests, both of which were equally common. Furthermore, three relatively clear perspectives were found in the transcripts of the teacher interviews: the teacher’s, the student’s and society’s. These perspectives were shown to be interdependent. The interviews illustrated that teachers use rubrics to clarify the learning objectives, to improve students’ learning or performance, and/or to help students understand teacher feedback. From the teachers’ own perspective, possible motivations for using rubrics were 1) helping the students understand the learning objectives, 2) planning their teaching and assessment activities, and 3) giving feedback. Teachers did, however, hold partly differing views on which of the potential ways of using rubrics were best suited to their own teaching and to their students’ learning.

The Swedish school system has undergone some major transformations during the last thirty years. Another alteration is currently in the making, suggested by Betygsutredningen 2018, on behalf of the Swedish government, with some of the changes due to come into practice at the start of the 2022 autumn term. The present study aims to examine the underlying motivations to these proposed alterations of the grading system in Sweden by performing a qualitative text analysis on the document Bygga, bedöma, betygsätta – betyg som bättre motsvarar elevernas kunskaper; Betänkande av Betygsutredningen 2018 (SOU 2020:43). Furthermore, the study also aims to explore the attitudes to the proposed alterations among eight English teachers as well as a deputy headmistress at both a Swedish secondary school (högstadiet) and an upper secondary school (gymnasiet), employing semi-structured interviews. It is a qualitative study within the grounded theory framework.  Although the document (SOU 2020:43) takes attitudes regarding the proposals among teachers, students and other concerned parties into account, no individual voices have been cited. By providing individual voices, the present study aims to fill the gap. The findings indicate that the secondary teachers and the headmistress are sceptic about whether the subject grade reform will lead to any concrete changes concerning assessment. Therefore, it is of great importance that this reform includes efforts to establish professional development projects in the form of peer learning amongst teachers focusing on assessment for learning, for this reform to be successful. Such continual assessment discussions amongst teachers can strengthen teachers’ assessment competence, which could help to prevent arbitrariness in grading, an issue that was highlighted by the interviewees with regards to some of the proposed changes.

Syftet med studien är att öka kunskaperna om läsinlärningsmetoderna ljudningsmetoden, helordsmetoden och kombinationen av dessa i den tidiga läsundervisningen. Studiens frågeställningar behandlar hur lärarna implementerar en interaktiv läsinlärningsmetod, vilka didaktiska val som ligger till grund för implementeringen samt vilka för- och nackdelar lärarna ser med användandet av en interaktiv läsinlärningsmetod. Den teoretiska utgångspunkten för studien är Borgs (2015) beskrivning av det teoretiska perspektivet lärarkognition. Den insamlade data består av transkriberingar från semistrukturerade intervjuer med sex lärare verksamma i årskurs 1 som analyserades med tematisk analys. Resultaten visar att lärarnas arbetssätt varierar när en interaktiv läsinlärningsmetod implementeras. Ett annat resultat är att lärarnas didaktiska val påverkas av bristande förutsättningar i form av utbildning och riktlinjer samt att det finns andra yttre påverkansfaktorer lärarna tar hänsyn till vid implementering av en interaktiv läsinlärningsmetod. Dessutom visar resultatet att lärarna enbart ser fördelar med en interaktiv läsinlärningsmetod, då de kan anpassa metoden efter elevernas behov och förutsättningar. I diskussionen diskuteras vikten av att anpassa läsinlärningsmetoden utifrån elevsammansättningen, efterfrågan om tydligare riktlinjer kring interaktiv läsinlärningsmetod och huruvida den beprövade erfarenheten tar vid där utbildningen brister.

On the foundation of Multiliteracies presented by The New London Group (Cazden m.fl.1996) that calls for recognising students’ multilingualism and multimodality, this study seeks to explore what beliefs in-service teachers in linguistically diverse classrooms express about usage of multimodal resources for meaning making. This study strives in particular at understanding whether teachers view such usage as beneficial for multilingual students’ learn­ing. In addition, this longitudinal qualitative study inspired of both intervention studies and design-based studies seeks to understand the connections between teachers’ beliefs and professional develop­ment programs. My data consists of six teachers’ beliefs expressed in reflections and in their reported teaching during a year of professional develop­ment. Through content analysis, the results show that all teachers view usage of multimodal meaning making resources as giving extended learning opportunities. Five of the teachers also see extended participation through this usage. A significant result is that the teachers view multimodal meaning making as scaffolding, rather than recognizing multimodal resources as an insepar­­­able part of all communication. Accordingly, the implicit meaning making through multimodal resources for scaffolding understanding seems to be more implemented in their teaching design than explicit teaching of multimodal usage for functional communicative purpose. However, four of the teachers aims at building explicit awareness of multimodal choices and its effects through their teaching design. These results show inter­connections between the professional development to both content and form.