To elevers udvikling gennem vejledning i de store opgaver i gymnasiet

Authors

  • Anne Bang-Larsen Syddansk universitet, Danmark
  • Søren Nygaard Dreyer Svendborg Gymnasium, Danmark
DOI: https://doi.org/10.23865/njlr.v8.3252

Abstract

I danske læreplaner for gymnasiet fremhæves det, at vejledning og skriftlighed er tæt forbundne. Vejledningsforskning har i nogen grad fokuseret på vejlederpositioner og modeller for vejledning,
mens man i forskning i skrivning i gymnasiet i dansk kontekst har undersøgt skriverudviklinger i
fag og i de store, flerfaglige opgaver. Imidlertid har koblingen mellem vejledning og skriverudvikling
været underbelyst. I denne artikel undersøger vi med et sociokulturelt afsæt, hvordan vejledninge 
i de store skriftlige opgaver i gymnasiet i dansk kontekst påvirker elevernes udvikling som skrivere.
Vi fokuserer på to elevskriveres erfaringer med vejledning gennem tre store opgaver. Analyserne, som er baseret på kvalitative data fra et casestudie, viser, at de to elevers udvikling er besværlig og kompleks. Eleverne efterspørger vejledning, der er tæt på deres tekst og skrivning, men dette imødekommes kun i begrænset omfang i vejledningen: Vejledningen er enten meget lokal eller meget generisk og overvejende færdighedsorienteret. Desuden peger analyserne på, at vejledningen kun i begrænset omfang inddrager det diakrone perspektiv i elevernes udvikling. Derved vises det, at det i høj grad overlades til eleverne selv at etablere sammenhæng i deres udvikling gennem vejledning og skrivning.

Two pupils’ development through participation in supervision in connection with written projects as part of upper secondary school

The Danish upper secondary school curricula emphasise an interconnectivity of supervision and writing. Research has to some extent focused on supervisor positions and models for supervision, while the Danish research into upper secondary school literacy has focused on writer development in the individual disciplines as well as in the students’ three individual interdisciplinary written projects. The connection between supervision and writer development, however, has been overlooked. With a sociocultural basis, this article examines how supervision leading up to the individual interdisciplinary written projects influences the students’ development as writers. The article focuses on two student writers’ supervision experiences throughout all three obligatory written projects in Danish upper secondary school. Analyses, based on qualitative data, show that the developments of the two students are strenuous and complex. The students seek a type of supervision specifically aimed at their text and concrete writing process, but this is only seldom met during the supervisions. Rather, the supervision tends to be either very local or quite generic and predominately proficiency-oriented. In addition, the analysis shows that the observed supervision only to a limited extent includes the diachronic perspective in the students’ development. Thus, it is shown that it is the students themselves who are predominately responsible for establishing coherence in their own developments through supervision and writing.

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Published

2022-05-31

How to Cite

Bang-Larsen, A., & Dreyer, S. N. (2022). To elevers udvikling gennem vejledning i de store opgaver i gymnasiet. Nordic Journal of Literacy Research, 8(1). https://doi.org/10.23865/njlr.v8.3252

Issue

Section

Original Research Articles

Keywords:

supervision, vejledning, writer development, upper secondary school, written projects, skriverudvikling, gymnasiet, større skriftlige opgaver