Year: 2024
Type: article
Abstract: This is a small-scale qualitative study investigating what influences teachers' design of beginner reading and writing instruction. Research on teachers’ planning practices and their use of teaching aids are scarce in research literature (see Bremholm & Skott, 2019; Gissel & Buck, 2020). This study aims to contribute to more knowledge on these matters. Seven teachers in year 1 are interviewed to shed light on the research question: How do teachers report their design of initial reading and writing instruction? The study points out that teachers have comprehensive, ready-made teaching packages (schoolbooks and other resources) at their disposal when teaching reading and writing. However, packages like this have no significant place in the planning practice described by the teachers in this study. Instead, the teachers describe a “pick and mix”-practice, where they combine elements from a range of learning resources (including textbooks) and methods. This way of designing instructions can be described as a hybrid practice (Rasmussen & Lund, 2015) and an eclectic teaching design (Aashamar et al. 2021). This study shows what elements the teachers include in their practice and discusses possible implications.
Source: Acta Didactica Norden
DOI: 10.5617/adno.9852
Author: Ronny Johansen
Institution: University of South-Eastern Norway
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4402005768