Interaktiv högläsning

: En inblick i yrkesverksamma lärares didaktiska val & syn på den interaktiva högläsningen

Abstract

The purpose of this study has been to investigate the didactic choices that teachers in grades F–3 make in their teaching of interactive read-aloud sessions. The study is grounded in the sociocultural perspective, focusing on the concepts of scaffolding and the zone of proximal development, as well as literacy, with an emphasis on the concept of literary envisionments. Through semi-structured interviews, a qualitative study was conducted with four practicing teachers. The findings have provided insights into the opportunities and challenges teachers perceive with interactive read-alouds, as well as the didactic choices they believe they make during their work. However, the results of the study suggest, despite many good didactic choices in their interactive read-aloud practices, that teachers partially miss the opportunity to reach the full potential of this approach due to insufficient preparation. This result may be partly due to the vague curriculum available and partly due to a lack of knowledge about the importance of preparation in relation to interactive read-alouds.

Date of Award	2024-Jun
Original language	Swedish
Supervisor	Tyra Nilsson (Supervisor), Christoffer Dahl (Assessor) & Petra Magnusson (Examiner)