There is a consensus among scholars that very few English teachers use children's literature in their language teaching. In other words, children´s literature is not used to the same extent as in the Swedish subject. The overall purpose of this study to examine is to study teachers' attitude towards, and to the use of children's literature in their teaching and if their intrinsic and extrinsic motivation influences particularly their teaching possibilities and limitations of children's literature. Three teachers within the English education, grades 4-6, participated in semi-structured interviews. The collected empirical material from the interviews was analyzed by a phenomenographic analytical model. The results show that the limited use of children's literature is not due to the teacher’s motivation. Instead, the actual teaching conditions in the school environment limit the use children's literature in the English subject. In addition, the study implies that there is a need for competence development of children's literature and relevant teaching methods.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:oru-58744 |
| Date | January 2017 |
| Creators | Lindeborg, Felicia |
| Publisher | Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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