AN EMPIRICALLY GROUNDED THEORY OF LITERARY DEVELOPMENT. Teachers’ pedagogical content knowledge on literary development in upper secondary education

dc.creator	DICK SCHRAM
dc.creator	GERT RIJLAARSDAM
dc.creator	THEO WITTE
dc.date	2012-03-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:24:41Z
dc.date.available	2015-07-20T22:24:41Z
dc.identifier	1567-6617
dc.identifier	1573-1731
dc.identifier	https://doaj.org/article/b4a2c2613b244dc1b8ae872d197b3023
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/21224
dc.description	Teachers encounter immense variety in literary competence among students in their secondaryschool classrooms. Yet, little is known about how they perceive and deal with this variety. Moreover,little is known about the literary development that students undergo during their school career and thedifferent levels of development that can be identified. The aim of the present study is to design an instrumentthat can help to describe relevant differences in literary competence between students and tospecify the individual literary development process of students in upper secondary education (aged 15‐18). To tie in with teaching practice, we designed a research method by which we could explore theshared pedagogical content knowledge of a diverse group of six expert teachers. With the aid of questionnairesand panel discussions, data was collected on the following question: what does a studentwith a particular level of literary competence demonstrate with a particular literary text? The data analysisresulted in 14 indicators of literary competence which we then used to describe six successive competencelevels. These levels are validated by both developmental theory and the practice of literatureteaching
dc.language	English
dc.publisher	IAIMTE
dc.relation	http://l1.publication-archive.com/public?fn=enter&repository=1&article=1372
dc.relation	https://doaj.org/toc/1567-6617
dc.relation	https://doaj.org/toc/1573-1731
dc.rights	CC BY-NC-ND
dc.source	L1 Educational Studies in Language and Literature, Vol 12, Pp 1-33 (2012)
dc.subject	literary competence
dc.subject	literary development
dc.subject	pedagogical content knowledge
dc.subject	reading levels
dc.subject	text selection
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	DOAJ:Linguistics
dc.subject	DOAJ:Languages and Literatures
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Philology. Linguistics
dc.subject	P1-1091
dc.subject	Language and Literature
dc.subject	P
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	AN EMPIRICALLY GROUNDED THEORY OF LITERARY DEVELOPMENT. Teachers’ pedagogical content knowledge on literary development in upper secondary education
dc.type	article