The aim of the present study is to investigate how three Swedish teachers view literary discussion as a tool for teaching and learning. A socio-cultural perspective with Vygotsky’s zone of proximal development and Dysthe’s dialogic/monologic classroom serves as the theoretical point of departure. The study is based on qualitative semistructured interviews with three Swedish teachers, all working in upper secondary school. An interview guide was established on the basis of previous research in the field of literary discussion. The interviews showed that the teachers had a positive view of conversations and discussions as a tool for teaching and learning, since they see good progression in the pupils’ reading comprehension, their conception of literature, and analytical ability. Literary discussions are chiefly appreciated as a tool that comes into its own as a method in teaching an aspect of a subject and as preparation for a written examination. Another finding is that the teachers’ positive outlook on literary discussion includes a view of teachers as being active and present when help and support should be close at hand for the pupils.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-65426 |
| Date | January 2017 |
| Creators | Ström, Ida |
| Publisher | Linnéuniversitetet, Institutionen för svenska språket (SV) |
| 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 |
Page generated in 0.0018 seconds