Fungerande kamratrespons i lågstadiets svenskundervisning- Sju grundskolelärares perspektiv
Functioning peer response in primary school’s subject of Swedish- The perspectives of seven primary school teachers
The aim for this degree thesis was to investigate what seven teachers say about the conditions behind a functioning peer response in the primary schools' subject of Swedish. The study was built on qualitative data with semi structured interviews as a method of data collection. The results of the study were analysed and thematised after similar answers. The teachers' experiences indicated that peer response is seen as an effective tool that makes students' next step in their development visible. It was also described as a tool for social learning. However, some teachers also described the difficulties with peer response in primary school, which is young children's lack of ability to give formative feedback. The results also showed that teachers have experienced that the aim for peer response must be clear for the students. Peer response also needs to be introduced early as students need to practise on giving and receiving feedback from other peers. Finally, teachers in the study explained how important a developed classroom environment is for successful peer response.
Primary School, Swedish teaching, Peer response, Social learning, Formative assessment