Språkutvecklande strategier för år 4-6 : En fördjupning om fyra pedagogers syn på sin lärarprofil och arbetslagets betydelse för att nå uppsatta mål

Abstract In this essay, I have chosen to examine how four teachers in a work unit think and work with linguistic development and strategies, particularly in grade 4-6. The teaching profession has gradually become more like a cooperative profession. Therefore it is in a general pedagogic interest, to know, how each one of the teachers in the work unit, are thinking about linguistic development, teaching profiles and the significances of a work unit to achieve their aims to provide for all the individuals in their classrooms. My intention was to find out if a homogeneous work unit or a heterogeneous work unit is to prefer in work with linguistic development, which initially made me focus and realise the importance of each one of my informants’ answers. My chosen framing of questions are: What do the teachers think about linguistic development and strategies, ways of working and classroom environment? How do the teachers think about their own teaching profiles to stimulate linguistic development? How do the teachers define their aims with their teaching? How do the teachers think about the significance of the work unit, to achieve their aims with linguistic development? Through qualitative, semi-structured to un-structured interviews, which were taped, I got a rich material to work with and bring together. The result of my examination has shown that all my informants realized that linguistic development takes place in different kinds of subjects and in many different correlations, but they work differently in terms of interaction, they have different kinds of perspective and views of how pupils learn and gain knowledge. Joyfulness, conversation, reflection and a good classroom environment are all needed to motivate the pupils to continue their linguistic development, but there are also a need of grammar- and spelling practice. My informants are aware of their various views of teaching, but they all think that a possible way to continue their own personal development is to make use of their varying competences. The conclusion of my examination is that there has to be a well-functioning, reflecting, open minding and a heterogeneous work unit, to accomplish linguistic development for all different individuals in a classroom