Upplevelsen av Läslyftet utifrån ett lärarperspektiv

Sammanfattning: Abstract:‘Läslyftet’ is a national project initiated by The National Agency of Education in which they wish to increase Swedish pupils’ ability to read and write, especially in the primary school forms but also in the secondary ones. The aim with this survey has been to look into how some well-experienced teachers have understood the project, and if they could spot its strengths and short-comings at an early stage. The questions presented in this thesis were: what experiences did the teachers make of the project and also what implications could this experience have for children with special needs? The perspective presented is the socio-cultural together with relational pedagogics in which you study the importance of the social environment as well as the relationship between the persons involved in a learning situation. Different aspects are here important in order for the teachers to comprehend and see the importance and use of the project. By carrying out qualitative interviews with six different upper-secondary schoolteachers, inspired by the phenomenological method, I have tried to picture the single teacher’s understanding of the project. The out-come of the interviews indicate that the different methods presented in ‘Läslyftet’ may, if well understood and used thoroughly, give the teachers some extra tools and strategies to work with and benefit co-operation in the class-room. The teachers need extra time though in order to carry it out, especially extra lesson-time. However, since the exercises and the strategies within the project always include all students in a class, it may be considered an inclusive way of working and thereby it may also be in some aspects beneficial for the students who struggle with their learning. The implications of this survey suggest that when you organize a project of this size and expect it to have some sort of positive out-come it is important not only to arrange for the teachers to meet and study but also give them extra scheduled time with the students in order to implement the new tools and strategies. If the teachers should have the opportunity to meet all the students, including the ones who are struggling with school and their learning, they need time. It is also important to make sure that all the teachers fully understand the project and can see the benefits in it, in order to pass it on to the students.