Från ord till handling : Implementering av ett språk- och kunskapsutvecklande arbetssätt i skolan
Sammanfattning: The field of special education includes the adjustment of education for students who do not reach knowledge requirements. During the last few years the PISA study has shown a negative trend amongst Swedish students regarding reading comprehension. To break this negative trend and reach better reading comprehension results mainly, Skolverket launched a program to reach a higher competence level called Läslyftet. The purpose with Läslyftet was to further educate the teachers´knowledge in how to work with language and knowledge development in all subjects. Another important goal with Läslyftet was to improve the knowledge of newly arrived students and students with other first language than Swedish, since students who have Swedish as their second language often lack the sufficient knowledge in reading and writing to be able to understand and pass all subjects in school. The purpose of this essay has been to investigate how a couple of teacher´s describe their work with language and knowledge development in their classes in relation to the school’s general development on this. I have interviewed six teacher´s and analyze policy documents in a Swedish municipality to answer my questions. I have used a systems theory perspective to visualize the effect of how political decisions affect competence developing among teacher´s regarding language and knowledge development working methods. The results show a lack of convergence and principals within the municipality need consensus regarding how and who should participate in the competence development.
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