Teachers’ Framing in L1 Using Didactic Learning Materials

By Maiken Sissel Norup & Stig Toke Gissel

Abstract

In this article, we present a study of Danish L1 teachers’ framing in interaction with publisher-produced didactic learning materials for literature teaching. The teacher can frame the chosen learning material as it is, whereby the teaching is guided by the learning material, adapt the chosen learning material, whereby the teaching is supported by the learning material, or create their own design, whereby the teaching becomes original and may be inspired by the learning material. The purpose of the present study is to characterize the use of learning materials when teachers frame the teaching. We use qualitative content analysis to analyze video observations of 17 hours of conversations in three 8th grades. The results show that the majority of the framing before and during the whole-class conversations consists of practical information and organization of the teaching rather than, for example, justifications for task selection or learning objectives. In addition, the teachers closely followed the didactic learning materials produced by the publishers when setting the framework for the teaching and, to a lesser extent, their own redidactizations and original designs. 

This article is in Danish.