Page 149 - Getting of the fence

The relevance and usefulness of the Comprehensive Approach
6.4.3 Results summarized
In sum, the Comprehensive Approach was experienced an eye-opener, either allowing them to look at their curriculum through a different perspective or making them realize that different approaches can be linked to each other and to the texts (accommodation). One teacher (Caitlin) regarded the Comprehensive Approach as a legitimization of her current practice (assimilation) and none of the teachers tolerated or rejected the Comprehensive Approach. The growth in awareness and insight regarding the literature curriculum varied between the reasoning behind curriculum choices, being able to label current intuitive practices, and self-evaluation.
The teachers experienced that they were not only able to translate their
insights into the rationale behind their curriculum into their lessons but also were
they able to explain this to their students and include their students’ perspectives
more in the lessons. Interestingly, whereas most teachers mentioned that the
Language approach was not really part of their literature curriculum, most did
increase the use of the target language and integrated language-learning activities
in their literature lessons. Furthermore, some teachers were explicit about the implementation of their newly acquired knowledge of structure, which resulted in
a tighter organization and clearer direction in the lessons 6
The teachers experienced the Comprehensive Approach as a catalyst to reassess their literature curriculum, either because it helped them to break their routines or, for one teacher (Ysabel), because her passion for literature itself was sparked. Some teachers also experienced a boost in their practical and cognitive energy as well as a rise in confidence, caused by their ability to justify their curriculum and having a system in place. Nevertheless, only Doris and Ysabel were content about their literature lessons in year 2 and most felt that they were only getting started. Being stuck in a set routine (instrumentality), lack of time (cost), and lack of enthusiasm from colleagues were provided as arguments why they felt they could have done more.
6.4.4 Individual teacher portraits
In the following section we present teacher portraits of each of the eight teachers in which we summarize the results.
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