Lärarstudenters uppfattningar och kunskaper om läsundervisning och läsutveckling : en enkätstudie

• Main Author: Hattab, Mariam
• Format: Others
• Language: Swedish
• Published: Södertörns högskola, Lärarutbildningen 2017
• Subjects: reading instruction; teacher students perceptions; survey; läsundervisning; lärarstudenters uppfattningar; enkätstudie; Languages and Literature; Språk och litteratur
• Online Access: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-34300

The basic teacher education for the grades F-3 will provide teacher student with knowledge about reading and writing development of children, which will lead to a competence to develop reading and writing learning at pre-school class and school's previous years. It is known by earlier studies that there is a problem regarding teacher education in reading. It shows by studies that teacher student’s often feels like they does not get the education they need to fulfil and teach pupils when it comes to teach reading. The purpose of this study is to examine how teacher student’s relate to and perceive reading education. The study examines what teacher student’s consider is important and not when it comes to children's reading development. I prepared two following questions to answer the aim of this study: How do teacher student’s perceive reading education? What do teacher students consider to be important and less important regarding children's reading development? The study is based on a survey study that 112 teacher students answered. All the questions are based on earlier studies about what is important in reading instruction. The study is also based on theories about content knowledge and pedagogical content knowledge. The result showed that there is a common perception of what is important when it comes to some factors in reading like phonemic awareness, phonological awareness, oral narration and conversation, reading aloud, reading strategies, discussions of literature and big vocabulary. The result also showed that some student’s have perceptions about some other factors and find it not quite important as the already mentioned factors. The factors are spelling rules, model texts, big vocabulary, discussions of literature, reading strategies, repeated reading, phonemic awareness, phonological awareness and oral narration and conversation. It also showed that a majority thought that they did not know if spelling rules and model texts is important when it comes to teaching reading.