Page 154 - Getting of the fence
P. 154

                                Chapter 6
  Liz (School D, 31 years teaching experience)
For Liz, the idea of variety in her lessons through implementing different approaches was an eye-opener. The Comprehensive Approach provided a clear structure as well as a different perspective through which she could look at her literature curriculum (accommodation). Similar to Doris, Liz enjoyed receiving input. Altogether, this resulted in a rise in confidence in her literature teaching and a vision in which she expressed that every lesson should be surprising. Nevertheless, Liz felt that the way she approached the literary texts in year 2 was not any different from year 1. According to her, she needed time to come to terms with the Comprehensive Approach and how this way of looking at the literature curriculum could have an impact. At the end of year 2, she arrived at the conclusion that she wanted to implement some radical changes and that now she felt ready for this. Interestingly, Liz’s experience of her lessons was not in line with what she actually did in the lessons. Even though she still had a large average deviation from the assumed even distribution in year 2 (22%) this was a huge decrease compared to year 1 (35%).
 Ysabel (School F, 20 years teaching experience)
For Ysabel the Comprehensive Approach was a revelation in the sense that she became aware of the possibility of linking the four different approaches but also of the possibility to link these to the literary texts (accommodation). Looking at her literature curriculum through the lens of the Comprehensive Approach made her aware again and ignited a vibrant cognitive energy. Ysabel was the only teacher who made the conscious decision to implement each of the four approaches in her lessons, which resulted in an even distribution of two lessons per approach. Because of this, she invested a lot of time doing background research, which revived her personal interest in literary history. This investment in time and energy energised her because she felt she was finally using her brain again. She was also the only teacher who introduced the Comprehensive Approach to her students, explaining the different ways in which they were going to study
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