AbstractThe purpose of the present study is to find out how three high school teachers with different subject skills use interaction and interplay in their teaching. The main part of the study is based on observations of six different class sessions in history, religion, Swedish as a second language and regular Swedish. The study also includes interviews with the sessions’ corresponding teachers. The final analysis focuses on the forms of teaching, where the focus is on interaction and interplay, as well as multimodality in teaching contexts. The result is compared to the Läslyftet modules that relate to interaction and interplay, and also multimodality for the purpose of language development. The results show which interactive and multimodal strategies are used when interacting with students. Furthermore, the results show interest and commitment, as well as learning potential, potential support by applying explanations, clarifications, discussions, conversations, the Think-Pair-Share model part and the Initiate-Response-Feedback pattern (IRF) to enable students to reformulate to written language style and recontextualize their responses. In this way, knowledge and language development have been made visible in ongoing teaching.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:mau-34964 |
| Date | January 2020 |
| Creators | Djerf, Farangis |
| Publisher | Malmö universitet, Fakulteten för lärande och samhälle (LS), Malmö universitet/Lärande och samhälle |
| 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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