Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences

Skaar, Håvard; Elvebakk, Lisbeth; Nilssen, Jannike Hegdal

doi:10.1016/j.tate.2017.10.019

Cited by 21 publications

(20 citation statements)

References 16 publications

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“…Should concrete steps not be taken to address the concerns of foreign language teachers in this respect, it is likely that FL teachers will be discouraged from using literature in their lessons, which will negatively affect their students' ability to understand and process authentic texts, as well as their literacy, in a foreign language. Lower levels of literature use among younger EFL teachers already appears to be a reality in Russia (Calafato & Paran, 2019), and younger teachers in Norway similarly exhibit lower levels of literary reading enjoyment (Skaar, Elvebakk, & Nilssen, 2018), which likely has implications for literature use in that country, too.…”

Section: Conclusion Implications Of the Study And Directions For Fmentioning

confidence: 99%

“…Internationally, a limited number of recent studies have explored the challenges that English teachers encounter when trying to incorporate literature into language education (Işıklı & Tarakçıoğlu, 2017;Skaar, Elvebakk, & Nilssen, 2018), generally focusing on students' language proficiency or teacher reading habits. In Russia, literature has been designated as an essential component of foreign language education in schools and universities.…”

Section: Introductionmentioning

confidence: 99%

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Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia

Calafato¹

2019

Pedagogika

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Employing a qualitative design, this exploratory study examined the challenges and constraints encountered by foreign language teachers in Russia when using literature in their lessons in primary, secondary and tertiary education. Consisting of interviews with nine Russian EFL teachers, the study's findings indicate that education policies, a strong focus on standardized testing, poor quality textbooks, and a lack of institutional support are not only hindering a wider adoption of literary texts as a language resource, but are also likely hampering language learning in students. The study presents policymakers, as well as school and university administrators, with insights into the structural issues that might be preventing foreign language teachers from more effectively integrating literature into their lessons, and offers recommendations that could help them to formulate policies and strategies that address these issues.

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Section: Conclusion Implications Of the Study And Directions For Fmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia

Calafato¹

2019

Pedagogika

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“…Diversas investigaciones recientes han analizado aspectos relacionados con la aptitud del alumnado de Magisterio -o del profesorado en activo-para ejercer como mediador literario, tales como su competencia comunicativa (Aguilar, 2013;Domingo, Gallego, García y Rodríguez, 2010;Gallego y Rodríguez, 2015), sus hábitos y perfiles lectores (Applegate y Applegate, 2004;Cremin, Bearne, Mottram y Goodwin, 2008;Draper, Barksdale-Ladd y Radencich, 2000;Colomer y Munita, 2013;Daisey, 2009;Dueñas, Tabernero, Calvo y Consejo, 2014;Granado, 2014;Granado y Puig, 2015;Munita, 2014;Skaar, Elvebakk y Nilssen, 2018;Vera, 2017) y sus conocimientos y creencias sobre literatura infantil y su didáctica (Contreras y Prats, 2015;Díaz-Armas, 2008; Díaz-Plaja y Prats, 2013;Duszynski, 2006;Fuster y Molina, 2016;Silva-Díaz, 2000ay 2000bTabernero, 2013).…”

Section: Introductionunclassified

“…Estos trabajos han puesto de manifiesto importantes carencias en el alumnado de los grados de maestro, relativas a sus habilidades comunicativas, su hábito lector y su formación lecto-literaria. Se ha detectado un bajo hábito lector y una insuficiente motivación hacia la lectura (Applegate y Applegate, 2004;Granado, 2009;Granado, 2014;Vera, 2017); un escaso interés hacia la lectura literaria (Skaar, Elvebakk y Nilssen, 2018), algo que puede incidir negativamente en su capacidad para promover el gusto por la lectura entre los menores, dado que los docentes deberían ser un modelo lector (Vera, 2017); y una tendencia al encasillamiento lector, con un reducido abanico de tipos de lecturas y una marcada preferencia por los best-sellers, así como un bagaje lector previo bastante limitado (Colomer y Munita, 2013;Granado y Puig, 2015;Munita, 2014). Según la investigación de Granado (2009) el alumnado del Grado posee una autopercepción negativa de su preparación para actuar como mediador en el acercamiento inicial a la literatura: un 67% de los futuros docentes analizados se consideran poco o nada capacitados para seleccionar obras de LIJ adecuadas a la edad e intereses de su alumnado.…”

Section: Introductionunclassified

Los futuros maestros de infantil ante la educación literaria: Análisis de sus creencias sobre la literatura infantil como recurso para el aula

Piñeiro

Harrison

2020

profesorado

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Resumen:Partiendo de la importancia de los docentes como mediadores, este trabajo pretende conocer las creencias de maestros en formación sobre selección de textos para la educación literaria y animación lectora en educación infantil. Para ello, adoptando una metodología mixta, cualitativo-cuantitativa, se aplicaron dos cuestionarios -uno abierto y otro cerrado- a una muestra de estudiantes del Grado de Maestro en Educación Infantil (N=145) de las Universidades de Oviedo y Castilla-La Mancha. Los resultados revelan que, pese a ser conscientes de que las obras deben adaptarse al destinatario, muchos estudiantes carecen de criterios para valorar en qué reside esta adecuación. Asimismo, se detecta una insuficiente formación en literatura y su didáctica, que se manifiesta en la carencia de un léxico especializado y de herramientas de análisis para valorar críticamente las obras, en lo referido tanto al texto como a la ilustración. En consecuencia, se percibe una escasa atención a las cualidades artístico-literarias de los textos. En cambio, se aprecia una marcada tendencia a instrumentalizar la literatura infantil, anteponiendo la dimensión educativo-moralizante a las propiedades estéticas y al disfrute lector. Se concluye que es necesario proporcionar una buena formación a los maestros como mediadores, dotándoles de los conocimientos y habilidades necesarios para analizar y valorar la literatura infantil. Asimismo, es preciso transformar ciertas concepciones erróneas sobre la literatura infantil, poniendo de manifiesto la diferencia entre lectura literaria y lectura escolar y haciéndoles conscientes de la importancia de la dimensión artístico-literaria y el placer lector en la práctica de la educación literaria.

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“…The success of education systems, today, is evaluated over professional competencies possessed by teachers. Teaching competencies, which generally consist of content area knowledge, professional teaching knowledge, and general knowledge, are gained basically through the processes of pre-service and in-service training- INSET (Miller, 1983;Skaar, Elvebakk and Nilssen, 2018). The quality of the teacher is directly related to the quality of pre-service education (Arslan, 2010;Ballantyne and Packer, 2004).…”

Section: Introductionmentioning

confidence: 99%

In-Service Training Needs of Music Teachers (Sample of Tokat City)

Öztürk¹,

Öztürk²

2019

Kastamonu Eğitim Dergisi

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ÖzBu araştırmanın amacı, müzik öğretmenlerinin öğretmen yeterlikleri alanlarına ilişkin hizmetiçi eğitim ihtiyaçlarını saptamak ve bu ihtiyaçların cinsiyet, çalışılan kurum ve çalışma süresine göre ne tür farklılıklar gösterdiğini belirlemektir. Tarama modeline göre yapılandırılan çalışma, Tokat il merkezinde görevli 48 müzik öğretmeni ile yürütülmüştür. Veriler, Çiftci'nin (2008) geliştirdiği anket yoluyla toplanmıştır. Verilerin çözümlenmesinde, aritmetik ortalama ve standart sapma değerleri, karşılaştırmalarda ise bağımsız t-testi, tek yönlü varyans analizi ve Kruskal-Wallis testi kullanılmıştır. Araştırma sonucuna göre; müzik öğretmenleri, öğretmen yeterlikleri alanlarında farklı konularda ve farklı yoğunluklarda hizmetiçi eğitime ihtiyaç duymaktadır ve bu ihtiyaçlar cinsiyet, çalışılan kurum ve mesleki tecrübeye göre farklılaşmamaktadır. Öğretmenlerin hizmetiçi eğitim ihtiyaçlarının, müzik alan bilgisi konularında yoğunlaştığı, bu ihtiyacı genel kültür konularının izlediği, meslek bilgisi konularında ise hizmetiçi eğitim ihtiyaçlarının göreceli olarak daha düşük olduğu belirlenmiştir. Öğretmenlerin ihtiyaçları, müzik alan bilgisi alanında sırasıyla; armoni-kontrpuan-eşlik, okul çalgıları, eşlik çalma, Türk müziği çokseslendirme ve çalgı bakım-onarım bilgisi konularında; genel kültür alanında, müzik eğitiminde bilgisayar ve teknoloji konusunda; meslek bilgisi alanında ise özel öğretim yöntemleri, öğretim teknolojileri ve materyal tasarımı, öğretim ilke ve yöntemleri, rehberlik ve eğitim psikolojisi konularında yoğunlaşmaktadır. Çalışma sonunda, müzik öğretmenlerinin hizmetiçi eğitim beklentilerinin gerekçeleri tartışılmıştır.Anahtar Kelimeler: müzik öğretmenleri, öğretmen yeterlikleri, hizmetiçi eğitim AbstractThe aim of this research is to determine the in-service training needs of music teachers in the context of teacher competencies and to determine how these needs differ according to gender, institution and professional experience. The study, structured according to the survey design, was conducted with 48 music teachers working in Tokat. The data were collected through a questionnaire developed by Çiftci (2008). To analysis of the data, means and standard deviations, independent t-test, one way analysis of variance and Kruskal-Wallis test were used. According to the results, in-service training needs of music teachers are concentrated in different subjects and intensities in the field of teacher competencies, and these needs do not differ according to gender, institutions and professional seniority. Teachers' needs of in-service training are concentrated in the content area knowledge, the general knowledge follows this need and professional teaching knowledge needs are relatively lower. Results show that the in-service training needs of the teachers in the content area knowledge are concentrated in harmony-counterpoint-accompaniment, school instruments, accompaniment playing, Turkish music polyphony, and knowledge of instrument maintenance-repair; in the general knowledge, computer and technology in mus...

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Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences

Cited by 21 publications

References 16 publications

Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia

Policies, textbooks, and curriculum constraints to integrating literature into language education: EFL teacher perspectives from Russia

Los futuros maestros de infantil ante la educación literaria: Análisis de sus creencias sobre la literatura infantil como recurso para el aula

In-Service Training Needs of Music Teachers (Sample of Tokat City)

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