Spændinger mellem testdata og valg af læremidler. Et virksomhedsteoretisk perspektiv på læsevejledning i skolen

Abstract

This article examines the tension between literacy coaching and teaching, especially the relationship between test data and learning materials. The article is part of an ongoing PhD project, where I shadowed four literacy coaches at three different schools in two different municipalities, as well as conducting interviews with the literacy coaches and their three school leaders. The empirical basis of this article is made up of these data and they are analyzed on the basis of the cultural historical activity theory with special focus on elucidating the tensions that occur in the activity system. Based on the analysis, I can conclude that learning materials are suggested when test data is to be used in teaching situations. The analysis shows that the literacy coach subject didactic knowledge of both reading development and spelling development is of great importance when it comes to supporting the teacher's intended use of teaching materials in relation to test data. The article presents a clear tension regarding the relationship between rules, division of labor and time, because it has an impact on communities (coaching) in schools.