This study aims to explore the framework behind teachers’ choice of fiction in their teaching in the subject Swedish. The two research questions examine how teachers discuss their possibilities to choose fiction and how it affects their teaching methods and what they think they need to consider when they select fiction for use in their teaching. Earlier research shows that reading comprehension among students have decreased throughout the years. Furthermore, earlier research discusses the different factors that show why reading fiction is important. The aim is examined through a qualitative thematic analysis where interviews with four teachers in upper secondary school is the material for analysis. Results are analyzed by the help of frame factor theory in order to investigate how the frame affects the teachers’ planning and teaching methods. Results also show that the curriculum and syllabus direct the teachers more than they perceive. The other frame factor that is significant in the teachers’ teaching methods is the students’ ability to read because it directly affects the way teachers approach literature to motivate them.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:umu-225802 |
| Date | January 2024 |
| Creators | Björnler, Magdalena, Bergmark, Lovisa |
| Publisher | Umeå universitet, Institutionen för kultur- och medievetenskaper |
| 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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