Lærerstudenten som leser – en undersøkelse av litterære erfaringer hos en gruppe norske og svenske lærerstudenter
This article presents a study of literary experiences in a group of Norwegian and Swedish students in Teacher Education in the beginning of their studies. The authors have taught Norwegian and Swedish for many years in Teacher Education. We discuss the concept of “literary competence”, attitudes to literature and reading, and what challenges teacher’s education face. The study is a result of cooperation between Teacher Education in the Nordic countries (Denmark, Sweden, Norway and Finland), financed by Norplus, in the project “Nabospråk i lærerutdannelsen”(Neighbor languages in Teacher Education). The aim of the project has been to promote Nordic student’s mutual understanding of Nordic languages and culture, reading of literature and teaching abilities. This project has made it possible to see the situation not only on a Norwegian, but also in a Nordic perspective. The study shows that the students who specialize in teaching Norwegian or Swedish on the lower levels in school, read less books that those who qualify for higher levels. The students are positive to reading books in general, but they emphasize the pleasure of reading much more than “literary competence” in the meaning ability to discuss and analyze literature on a more scientific level.
(Published: 6 April 2016)
Citation: Beret Wicklund et al. «Lærerstudenten som leser en undersøkelse av litterære erfaringer hos en gruppe norske og svenske lærerstudenter.» Nordisk tidsskrift for pedagogikk og kritikk, Vol. 2, 2016, pp. 119-132. http://dx.
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