Malmö University Publications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Teachers’ Academic literacy knowledge
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0002-8734-1224
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL).ORCID iD: 0000-0003-2435-0913
Malmö University, Faculty of Education and Society (LS), Department of School Development and Leadership (SOL). (FoNS)ORCID iD: 0000-0001-5609-0752
Malmö University, Faculty of Education and Society (LS), Department of Natural Science, Mathematics and Society (NMS).ORCID iD: 0000-0003-1815-887X
Show others and affiliations
2021 (English)In: Abstract book nofa8, Western Norway University of Applied Sciences , 2021, 2021Conference paper, Oral presentation with published abstract (Other academic)
Abstract [en]

In this study, a total of 18 in-service teachers participated in one cycle of a learning study (Marton, 2015; Holmqvist, 2011) aiming to study development of academic literacy. The study was guided by variation theory (Marton 2015; Holmqvist, Gustavsson & Wernberg, 2008). The object of learning is academic literacy, a subject of importance for all teachers, as their professional work is supposed to be conducted on scientific based knowledge. The capability to read and understand scientific publications, and to judge the scientific value of different sources used by teachers, are crucial for the quality of teachers’ professional work. The study was designed following the steps of a learning study. This means collaborative discussions among the teachers, in this case the researchers who are the authors of this abstract, testing the participants’ knowledge before the teaching activity, by designing and implementing instruction offer the participants to discern the critical aspects of academic literacy to gain deeper knowledge, analysis of post-tests to describe the learning outcome, and to present the results. The lesson was focusing on the structure of, and differences between, scientific and popular scientific texts. Two texts were used presenting the same study and by the same author. By that, the in-service teachers were offered to see the same topics differently described based on the two different genre’s requirements. The results show how the participants in the pre-test focuses on the texts’ similarities, with an unawareness of genre differences. In the post-test, the differences in genre is described. A limitation of the study is that the two texts used in pre and post-tests are focusing slightly different topics, which is discerned and focused by the participants – an aspect not critical for developing academic literacy at a general level.

References

Holmqvist, M. (2011). Teachers’ learning in a learning study. Instructional science, 39(4), 497-511.

Holmqvist, M., Gustavsson, L. & Wernberg, A. (2008) Variation Theory – An Organizing Principle to 

Guide Design Research in Education. In Kelly, A.E., Lesh, R., &. Baek J. (eds) Handbook of design research methods in education, p 111-130. New York: Routledge. 

Marton, F. (2015). Necessary conditions of learning. London: Routledge.

Place, publisher, year, edition, pages
2021.
Keywords [en]
Academic literacy, in-service education, learning study, variation theory
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:mau:diva-45944OAI: oai:DiVA.org:mau-45944DiVA, id: diva2:1595268
Conference
NOFA8 – The 8th Nordic Conference on Subject Education, May 18- 20, 2021, Bergen, Norway
Available from: 2021-09-17 Created: 2021-09-17 Last updated: 2024-06-11Bibliographically approved

Open Access in DiVA

No full text in DiVA

Other links

Abstract book

Authority records

Holmqvist, MonaLelinge, BalliPetersson, JöranSvensson, Christina

Search in DiVA

By author/editor
Holmqvist, MonaLelinge, BalliPetersson, JöranSvensson, Christina
By organisation
Department of School Development and Leadership (SOL)Department of Natural Science, Mathematics and Society (NMS)
Pedagogical Work

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 560 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf