Teaching Literature in Field Experiences
Past research into literature education has widely neglected to explore how future teachers of literature can incorporate both normative accounts and empirical evidence on ‘good’ or ‘effective’ literature education into their teaching. This PhD project, conducted by Florian Hesse, aims to address this research gap by analysing 37 videotaped literature lessons on narrative texts given by pre-service teachers during their five-month teaching practicum (fifth or sixth semester). On one hand, the study seeks to determine whether the lessons follow certain patterns of the sight structure of teaching. On the other hand, the study analyses to what extent pre-service teachers use cognitively activating tasks (Winkler 2017, in press), which is an important characteristic of the deep structure of teaching (cf. Oser & Baeriswyl 2001, Preatorius et al. 2018). The analyses of both the sight and deep structures are then related to the observed cognitive activity of the learners. The insights of the study have implications for the professionalization of pre-service teachers.
This PhD project is funded by the German Academic Scholarship Foundation (Studienstiftung des deutschen Volkes). The supervisors are Prof. Dr. Iris Winkler (Friedrich Schiller University Jena) and Prof. Dr. Christoph Bräuer (University of Göttingen).