Dansk

Abstract

This article examines which teaching aids are used in the L1 teaching in Danish 7th grades, and how the teaching aids are used in the teaching. The study focuses on didactic, semantic and functional learning materials, the interaction between the learning materials, how the use of the learning materials is framed by the teacher and the relationship between the intended design in the didactic learning materials and the actualized teaching. The focus of the article is particularly on how the teacher actualizes or redesigns the intended didactic design in the teaching aids. The data basis for the study is 25 video-observed lessons in Danish teaching in eight schools. A key finding is that teachers' choice of didactic learning materials ranges from highly didactic learning materials to very low-didactic worksheets, while teachers' use of the materials typically has to be characterized as pure commissioning rather than redidactization. Another significant finding is that digital functional teaching aids are at stake in all cases, but as a matter of course, which is not made the subject of framing or guidance on the part of the teacher.