Genrepedagogik - mer än bara skrivande : En intervju- och litteraturstudie om hur lärare och facklitteratur framställer tillämpar och värderar det genrepedagogiska arbetssättet.
Sammanfattning: The aim of the study is to investigate how genre pedagogy is construed, evaluated and translated into practice according to handbooks for teachers, as well as according to professional teachers and whether there is a coherence between the application and evaluation of both parties. Genre pedagogy is a method that aims at developing students’ reading and writing skills and is therefore interesting when fresh surveys from e.g. PIRLS and PISA show that the reading ability of Swedish middle school students is dropping. I have chosen to use two qualitative methods: interview and a literature study. I have interviewed three teachers from schools in central Sweden. In the results section, I present my empirical study into two main themes and associated thematic subheadings. The results suggest that what the literature presents is well in line with how the teachers apply genre pedagogy in practice. All teachers considered that it’s very important to support their students in the language and knowledge-based teaching. A negative aspect of the circle model is that the teaching can get tedious, especially for those students who find it easy to write. In sum, the results suggest that genre pedagogy is a flexible set of methods for meeting some of the challenges facing language teaching today, and one that teachers find easy to translate from theory to practice.
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