Teachers interpretations of Danish as school subject on learning platforms

Jens Jørgen Hansen, Stig Toke Gissel

Publikation: Konferencebidrag uden forlag/tidsskriftAbstraktForskningpeer review


Teachers of Danish as a subject have the permanent task of interpreting and translating what is important content to teach students. This interpretation activity is visible when teachers plan course designs understood as given form to learning opportunities (Dohn & Hansen, 2018). Learning platforms set a new context for Danish teachers' planning of course design and establishment of learning opportunities in teaching Danish as a subject. This paper is based on a study by Hansen & Gissel where Danish L1 teachers’ uses the learning management system Meebook in relation to design courses for Danish L1 teaching (Hansen & Gissel, 2019). The research question is to investigate which patterns of interpretation of Danish as a subject that emerges through teachers planning. Furthermore, the aim is to discuss whether learning platforms has the potential to develop new course designs and innovative teaching. The analyses of the different course design are based on the theory of Danish as a subject that aims at developing students text competences. Hansen (2012) defines four discourses of text competence in Danish as a subject: 1) hermeneutic text competence where students must learn to interpret texts and develop their personal and cultural identity, 2) communicative competences, where students must learn to communicate through and about texts, 3) creative text competence where students must learn to produce texts and 4) basic text competences where must develop basic text understanding as well as basic skills in reading, writing, listening and speaking. A discourse can be defined as a way of thinking, acting and valuating inside of a particular group (Gee, 1990). Analysing course designs as different discourses provides a basis for understanding teachers' interpretation of Danish as a subject in the new context that a learning platform constitutes. Empirically the study is based on analyses of 37 course design and shows that half of them focus purely on basic text competences and that the rest contains course designs as a combination of basic text competences and one of the other discourses (except 2 course designs). This shows that teachers planning on learning platforms mainly focus on basic text competences and Danish as a subject becomes something you train. The question is whether learning platforms mainly are supporting knowledge forms that can be trained? Or whether basis text competences have a dominant role in relation to the other hermeneutic-, communicative- or creative text competences?
Publikationsdato11 sep. 2019
StatusUdgivet - 11 sep. 2019
BegivenhedIARTEM: 15th IARTEM Conference Odense, Denmark - UCL, Odense, Danmark
Varighed: 11 sep. 201913 sep. 2019


KonferenceIARTEM: 15th IARTEM Conference Odense, Denmark