Læreres redidaktiseringsstrategier

Forståelser af egne strategier og undervisning med et litteraturlæremiddel

Abstract

The aim of the article is to investigate how teachers understand their own redidactic strategies with a self-selected didactic literature learning material. These understandings form the basis for a comparison of their teaching practices with the learning material. Thus, the aim is also to investigate the correlation that may exist between teachers' understandings of redidactic strategies and their teaching with a learning material. Given the widespread use of didactic learning materials in Danish primary school, the article also aims to gain knowledge about how literature teaching is currently practised in Danish primary school with the inclusion of learning materials. The article's analyses are based on teacher interviews and classroom observations and the theoretical framework is concepts from the theory of discourse, didactic paradigms and learning materials. One of the main points of the study's findings is that it can be difficult to clearly define and understand what teachers mean when they articulate their use of didactic learning materials. Hence, it can be concluded that there is a lack of empirical studies in teachers' teaching with didactic learning materials.