Att skriva eller inte skriva : En kvalitativ intervjustudie om samhällskunskapslärares erfarenheter av skrivundervisning

Sammanfattning: This topic is interesting to examine because of the prevailing social debate who shows that the students show an increasingly poor written language. Previous research shows that the teaching of writing in social studies is one-sided and that teachers experience an uncertainty in developing students in writing. I adopted a qualitative research design for data collection, data processing and analysis. To collect data, I conducted semi-structured interviews with the teachers. The sample is based on four active teachers in social studies at upper secondary school. The theoretical framework used for the study has been the theoretical concepts of subject and writing didactics. The aim of the theory has been to see how far the writing didactics extends within the subject didactics based on the results of the study. I found that the teaching methods where generally strongly associated with primarily touching on the central content of the subject. Therefore, teaching methods applied to develop students writing ended up secondary. However, three methods that appeared to be central were clarity, feedback and to have a progression mindset where the degree of difficulty in writing were increased over time. I also found that time, lack of motivation among the students and a lack of collegial cooperation appeared to be the clearest conditions that affected the teachers' approach to how they could develop the students' writing skills.