The purpose of this study is to establish how teachers work with poetry and language development within their language teaching. The study has its starting point from previous research and literature about poetry. The empirical material was collected through individual semi-structured interviews with eight teachers and teacher students from different parts of Sweden and grade levels (0 - 6). The results from the interviews show that the concept of 'lyric' is described and defined differently but still the same by the participants. Both the teachers and the teacher students describe that they do not consider themselves to have a high knowledge of poetry and therefore find it difficult to plan and teach the subject to their pupils. The subject may stand back for skills and text genres that are considered 'more important' within the Swedish language. In the essay the results are discussed together with previous experiences and research. Topics such as when and how the teachers should receive competence development, what the pupils learn about poetry and how their language develops in connection with learning poetry are addressed.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-95069 |
| Date | January 2023 |
| Creators | Lerjestam, Emma |
| Publisher | Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013) |
| 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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