Don't Fear Poetry! Secondary Teachers' Key Strategies for Engaging Pupils with Poetic Texts

Autor/in	Sigvardsson, Anna
Titel	Don't Fear Poetry! Secondary Teachers' Key Strategies for Engaging Pupils with Poetic Texts
Quelle	In: Scandinavian Journal of Educational Research, 64 (2020) 6, S.953-966 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sigvardsson, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-3831
DOI	10.1080/00313831.2019.1650823
Schlagwörter	Poetry; Secondary School Teachers; Teaching Methods; Learner Engagement; Foreign Countries; Aesthetics; Teacher Attitudes; Teaching Experience; Classroom Environment; Scaffolding (Teaching Technique); Sweden + Suchen Sie Ihr Suchwort? Lyrik; Poesie; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Ästhetik; Lehrerverhalten; Klassenklima; Unterrichtsklima; Schweden
Abstract	Poetry is a key element of many literature curricula but poetry teaching is something with which many teachers struggle. Research indicates that teachers lack experience of poetry as well as subject knowledge and that current high-stakes testing poses challenges. While previous research has investigated teachers' experiences through large quantitative studies, this study focuses on what teachers who are keen readers of poetry regard as key elements of pedagogy. The material comprises 15 interviews with secondary school teachers of Swedish. A thematic analysis identified four themes: "drawing on personal engagement," "discussing pupils' conceptions from the outset," "creating a safe classroom atmosphere," and "scaffolding pupils' interpretations." The study highlights the centrality of the aesthetic experience and suggests that attention should be paid within research regarding how aesthetic content should be taught and that teacher educators should scaffold pre-service teachers' individual exploration of poetry to help them become confident teachers of poetry. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01