Project

Literaturunterricht; Reading Motivation; Literature Education; Lesemotivation; Professional Action; Unterrichtshandeln

Lead
Seit PISA richtet sich die Aufmerksamkeit von Öffentlichkeit und Forschung stark auf die allgemeine Lesekompetenz. Seltener wird nach der Beschäftigung mit Literatur gefragt. Hier setzt das Projekt an, es untersucht den Literaturunterricht aus der Sicht sowohl der Lehrkräfte als auch der Schülerinnen und Schüler.
Lay summary
Untersucht werden der Stellenwert des Literaturunterrichts, die Interessen und Motivationen der Schülerinnen und Schüler, die Einstellungen und Ziele der Lehrerinnen und Lehrer. Weiter werden die Texte in den Blick genommen, welche im Unterricht vorgelegt werden sowie die Praktiken im Umgang mit Literatur. Dabei kommen sowohl quantitative als auch qualitative Verfahren zur Anwendung – einerseits mit der Befragung von 60 Lehrkräften aus allen Niveaus der Sekundarstufe I und ihrer 1200 Schülerinnen und Schüler und andererseits mit der detaillierten Beobachtung des Unterrichts in neun Schulklassen und den daran anschliessenden Gesprächen mit jeweils Beteiligten. Das Projekt schliesst damit gleich mehrfache Lücken in der Forschungslandschaft zum literarischen Lehren und Lernen: Es untersucht – erstmals in der Schweiz – die Praxis des Literaturunterrichts. Darüber hinaus schafft es einen Bezug zur empirischen Unterrichtsforschung, indem Unterrichtspraxis durch Befragungen und durch Videographie zugänglich gemacht wird. Damit macht es den literaturdidaktischen Diskurs anschlussfähig an jenen der allgemeinen Unterrichtsforschung. Wissenschaftlicher und gesellschaftlicher Kontext Das Projekt leistet einen bedeutenden Beitrag zur literaturdidaktischen Forschung, indem es sowohl die Sichtweisen der Beteiligten als auch deren Praktiken im Umgang mit Texten analysiert und die Bedeutung ermittelt, welche die Literatur im Bewusstsein der Lehrerinnen und Lehrer und der Schülerinnen und Schüler auf den verschiedenen Niveaus der Sekundarstufe I hat. Die Ergebnisse liefern Orientierungen für die Gestaltung des Literaturunterrichts in der Praxis.

Direct link to Lay Summary

Last update: 21.12.2015

Active participation

Self-organised

Active participation

Self-organised

Communication	Title	Media	Place	Year

In the wake of the PISA study, educational research internationally has been paying increased attention to reading literacy. Much less attention has been paid to how literary texts in particular are dealt with, to their status and significance in German tuition, and to the related orientations of teachers. Furthermore, little is known about whether students have any experiences in dealing with literature, what these experiences are, and how students’ reading characteristics influence the way teachers teach. This applies particularly to German-speaking Switzerland, where the weighting, value and praxis of literature instruction are - in contrast to French-speaking Switzerland - not researched. Literature education is framed by the conventions of text selection and curricula, with the latter traditionally setting different guidelines for the school streams secondary A (Progymnasium level), B and C. The proposed mixed-methods investigation will compare amongst each other, the three school streams in the cantons Aargau and Basel-Stadt. In addition, it will also compare the two cantons. This comparison will aim to make evident differences in teaching goals and practices so that these goals and practices are explicable against the background of, on the one hand, traditional text selection, and curricular guidelines; and, on the other hand, the closeness of the teachers to the literary or disciplinary sciences. Thereby the levels of teachers, teaching, and students will be connected to each other.The study envisages a two-stage QUAN -> QUAL design. It will begin with a quantitative part surveying teachers from about 60 eighth-grade classes as well as their roughly 1200 learners distributed across all three school streams. The teachers’ questionnaire concerns the didactics of literature: the weighting, value and aims of reading and literature teaching; text selection and the justification thereof; attention paid to the conventions of text selection; and didactic procedures. In addition, over the following six months teachers will list the texts that are being used. On the side of students, reading motivation and reading behaviour will be examined and reading competence captured by means of standardised tests. This study will test empirically whether (following theoretical expectations) teachers’ lesser orientation towards literary tradition in the secondary streams B and C is connected with lesser engagement with literature amongst learners. In addition, it will be tested whether, in all three school streams, teachers’ orientation towards the literary motivations of learners hangs together with greater flexibility in the teachers’ selection of texts as well as with less analytic and more action-oriented teaching, which in turn should be accompanied by higher reading motivation and more leisure-time reading as well as a better reading self-concept in students. The qualitative part will consist of video-based classroom observation covering 9 classes as well as partly standardised interviews with the same teachers and 4 of their learners. These observations and interviews will enable a validation or modification of the results of the quantitative study as well as considerable in-depth interpretation. In addition, differentiated insights will be attained about text-related tasks and text-related communication in the tuition. The interviews will focus on how teachers and students perceive reading and literature instruction.On the whole, the knowledge-guiding interest of this study is aimed at the significance of literary reading as opposed to reading instruction in the different school streams on secondary level I, as well as the access that is offered to adolescents, with particular emphasis on the interconnections amongst conventions of text selection, teachers’ actions, and students’ motivation. On the basis of findings, it will be possible to infer constructive suggestions regarding the shaping of literature instruction on the secondary I level.