Lärares samtal om elevers skrivande av berättande texter i tidiga skolår

Det finns an i dag inte mycket forskat kring hur larare for de tidiga skolaren samtalar om barns skrivande av berattande texter. Darfor vill vi med den har studien bidra till okade insikter genom att undersoka hur lagstadielarare forandrar sitt satt att tala om elevers berattande texter efter en kortare fortbildning kring sadana sprakliga resurser, som tidigare forskning pekar ut som viktiga att lyfta i skrivundervisningen. Resultaten visar att lararna i fortbildningen breddar sin repertoar av sprakliga resurser som ror narratologiska aspekter, om an i olika grad beroende pa vilken typ av elevtext de talar om. Det ligger i linje med tidigare forskning som visar pa larares vana och vilja att anvanda litterart metasprak vilket de kopplar till kreativitet, medan det grammatiska metaspraket kopplas till regler och restriktioner. Lararna blir ocksa mer precisa i sina uttalanden genom att oftare dels anvanda formellt metasprak, dels ge exempel fran de elevtexter de diskuterar. Resultaten bidrar saledes med underlag for fortsatta diskussioner om vad som behover betonas inom fortbildning och lararutbildning och understryker betydelsen av langsiktighet inom sadan utbildning. Studien ger ocksa underlag for diskussioner om synsatt pa elevers tidiga skrivande i undervisningen, styrdokument och laromedel. Abstract Teachers’ discussions about students’ writing of texts in early school years Very little research is available today about teachers’ discussions about students’ writing of narrative texts in early school years. This study therefore aims to contribute with such knowledge by investigating how primary school teachers change their way of talking about students’ narrative texts after having participated in professional workshops where various language resources were presented, that previous research has shown as important to highlight. The results show that the teachers primarily broaden their repertoire regarding resources related to narratological aspects, albeit to varying degrees depending on the type of student text they are talking about. This is in accordance with earlier research that shows teachers’ willingness to use literary meta-language, which they link to creativity, while grammatical meta-language is linked to rules and restrictions. The teachers also develop a somewhat greater precision by using formal meta-language, and giving examples from the students’ texts more often. In this way, the study contributes with insights for further discussions on what needs to be emphasized more in professional workshops and teacher education, as well as the importance of long-term efforts in such education. Furthermore, it concerns the need for expanded approaches to students’ early writing in teaching, curricula, national tests, and textbooks.