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                                The relevance and usefulness of the Comprehensive Approach
  literary texts, and questioning them about their preference in approaches. The way Ysabel made sense of the Comprehensive Approach and was able to operationalise this in her lessons resulted in an average deviation of the four approaches from the assumed even distribution of only 8% in year 2 (compared to 19% in year 1). Similar to Doris, Ysabel indicated she was content with the way she approached the literary texts in year 2, despite the fact that she also indicated it to be a pilot year.
6.5 Discussion
In this final empirical chapter, we investigated the relevance and usefulness of
the Comprehensive Approach in naturalistic teaching contexts through a teacher
perspective. In this investigation, we followed Desimone’s (2009) conceptual
framework for studying the effects of professional development on teachers and
included three of the four interactive critical features, i.e. a teacher 1) takes part in a
professional development programme and (2) experiences changes in knowledge, 6 skills, and attitude, 3) which leads to changes in instruction. In other words, central
in this study was the Theory of Change (Desimone & Stukey, 2014): whether the new pedagogical content knowledge (i.e. the Comprehensive Approach) improved teacher knowledge and instruction. By analysing the EFL literature lessons in both years, we were able to determine whether there were any changes in time spent on the four approaches between year 1 and year 2. Interview data informed us about the perceived changes the teachers experienced regarding EFL literature teaching after working with the Comprehensive Approach for one year.
With regard to changes in instruction, the average deviation from the assumed even distribution was 21% in year 1 and 15% in year 2: in the second year less time was spent on the Text approach and more time was spent on the Reader and Language approaches and to a very small extent on the Context approach. Furthermore, the average deviation also appeared to be less extreme in year 2; in year 1 the four approaches deviated between 15% - 35%, whereas in year 2 this ranged between 8% - 22%. Although the lessons of all eight teachers underwent some kind of change with regard to the time spent on the four approaches, the differences between teachers were considered substantial. On one end of the
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