Exploring the Horizons of the Literature Classroom – Reader Response, Reception Theories and Classroom Discourse

Poyas, Yael

doi:10.1023/b:esll.0000033849.96885.bf

Cited by 6 publications

(12 citation statements)

References 9 publications

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“…• critical pedagogies (for example, Lesley, 1997, Goodburn 1998, Burbules and Berk 1999, Coomber 2001a, 2001b, 2001c, 2001d, Vasquez 2001, 2004a, 2004b, Janssen 2002, Luke and Freebody 2002, Poyas 2004, Misson and Morgan 2006, Coomber and Simpson 2009). …”

Section: Theoretical Framing Of the Critical Literacy Cpd Programmementioning

confidence: 99%

Transformative professional learning: embedding critical literacies in the classroom

Sangster

Stone

Anderson

2013

Professional Development in Education

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This article reports on part of a wider study in which a group of teachers opted for a new model of continuing professional development (CPD) that was offered by one local authority (LA) in Scotland. In collaboration with the LA, the teachers selected the topic of critical literacy and the critical pedagogies that develop from a critical literacy approach. This CPD, which involved teachers, LA representatives and university lecturers, lasted two years and comprised a combination of sessions with all participants, focused input in participants' schools on topics of their own choosing and individual support as their critical literacy projects developed. Data were gathered from in-depth interviews with participants and the teaching programmes they produced. Analysis revealed that, despite experiencing some difficulties with declarative knowledge, participants demonstrated secure procedural knowledge in their own teaching projects which revealed clearly their understanding of the transformative nature of critical pedagogical approaches. Participants reported very high levels of satisfaction with the CPD model and its content and delivery, and found it transformative in that it shaped and centrally informed their subsequent pedagogical practices and the learning opportunities they created for their students. These findings are discussed and recommendations are made.

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Section: Theoretical Framing Of the Critical Literacy Cpd Programmementioning

confidence: 99%

Transformative professional learning: embedding critical literacies in the classroom

Sangster

Stone

Anderson

2013

Professional Development in Education

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“…New perspectives regarding reading processes (Shimron, 1989) and reading's place -bringing the text to life for the reader (Barthes, 2005) have also influenced the purposes of teaching literature and its teaching methods (de Malach, 2008). Poyas (2004) review the essence of literature assessment and from their theoretical review we learn that from the many discussions about how to determine the quality of the literature ("What is good literature?") it became necessary to examine how literary quality was judged.…”

Section: Tgs For the Teaching Of Hebrew Literature -An Overviewmentioning

confidence: 99%

Attitudes of Student-teachers towards Written Teacher’s Guide

Baratz¹,

Hauptman²

2012

HES

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The literature on Teacher's Guides combines knowledge of discipline-related content and pedagogy-related content in reference to the objectives and contents of the Ministry of Education curriculum. It serves as a self-study tool that provides guidelines of how to teach in light of the various changing goals and needs of the teacher. The corpus on which this research focused was the Teacher's Guide for Hebrew literature and the question we focused on was: Do student-teachers of Hebrew literature at a teacher education college who use this tool find that it meets their expectations? The qualitative and quantitative findings of the research, which involved 21 student-teachers for Hebrew literature at a teacher education college, led to the conclusion that the students' expectations of the Teacher's Guide differ from the disciplinary qualities and especially the didactic qualities it actually contains. The Teacher's Guide is not organized in a manner suited to student-teachers even though they are a primary target audience for it.

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“…Some studies reported that students gained clearer understanding of the ideas in the literary texts [6] and the approach allowed brining a lot of cultural concepts to their interpretations of literary texts [19].…”

Section: Research On the Use Of Rrt In Efl/esl Classroomsmentioning

confidence: 99%

Teaching Short Stories in the Omani Context: The Use of the Reader Response Theory

Al-Bulushi¹

2011

LICEJ

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Exploring the Horizons of the Literature Classroom – Reader Response, Reception Theories and Classroom Discourse

Cited by 6 publications

References 9 publications

Transformative professional learning: embedding critical literacies in the classroom

Transformative professional learning: embedding critical literacies in the classroom

Attitudes of Student-teachers towards Written Teacher’s Guide

Teaching Short Stories in the Omani Context: The Use of the Reader Response Theory

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