Being able to express oneself in writing counts as every human being's right in a democratic society. The foundation for this starts in the school. Over the past ten years, there have been several reports showing shortcomings in young adults' writing skills. The shortcomings concern grammatical rules, but also the disposition of texts. Our ambition of this study is to investigate how educators in grade 4-6 describe their work of supporting students’ writing development, with a focus on the subjects Swedish, civics and science. Previous research in the subject shows that there is a big difference in the view of how to teach students to write, especially when it comes to whether writing education is something that should be included in all school subjects. Through semi-structured interviews, five educators have given their views on how to work with students' writing development, how to support them in the writing process, and whether they should have writing education in more subjects than in just Swedish. The results were analyzed from a socio-cultural perspective on learning, with a focus on a formative approach, where scaffolding and feedback are fundamental. The results showed that all educators work with different methods and approaches based on a formative approach. The results also showed that they have a positive view of interdisciplinary writing education.
- Grundlärarutbildning: årskurs 4-6
- Formative approach
- writing education
- writing development
- interdisciplinary teaching