Page 174 - Getting of the fence
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                                Chapter 7
 Comprehensive Approach. In Chapter 6 we also report how much time teachers spend on the four approaches of the Comprehensive Approach, but in this chapter the data consisted of video-recorded EFL literature lessons taught by eight teachers over the course of two school years.
Despite the differences in data collection methods, the results of both studies show that teachers spent, on average, most of their lesson time on the Text approach. The least amount of lesson time was spent on the Language approach. A difference between the two studies was the position of the Context and Reader approaches. In the survey, teachers indicated that they spent slightly more lesson time on the Reader approach compared to the Context approach. The observations, however, showed that the eight teachers spent more time on the Context approach compared to the Reader approach before the intervention but that this time was equal after the intervention. In both studies we also found a huge range in teachers in time spent on the four approaches. Although teacher demographics such as gender, level of education, or years of teaching experience were not related to how teachers approach literature, an increase in lesson time spent on literature and an increase in the percentage of the literature component as part of the School Exam was significantly related to how teachers approach literature, especially for the Text and Context approaches.
7.2.5 Research question 5: How do teachers experience the relevance and usefulness of a foreign language literature teaching model that includes various aspects of the learner, the context, and the literary text, when applied in a naturalistic setting?
Characteristic features of Educational Design Research include an active and collaborative role from practitioners, it is responsively grounded, it relies on empirical data collected in real-world settings, it is iterative, and it aims to make a real difference in daily teaching practice (McKenney & Reeves, 2019). Based on these characteristics, we designed a two-year instrumental multisite multiple case study including eight Dutch secondary school EFL teachers (Chapter 6). In this study we focused on the Theory of Change (Desimone & Stukey, 2014), i.e. whether the new pedagogical content knowledge (i.e. the Comprehensive Approach) improved the teachers’ knowledge and instruction regarding EFL literature teaching. In year 1 we video-recorded all EFL literature lessons (n = 122) and analysed how the teachers approached the literary texts thereby using the Comprehensive Approach as a framework for analysis. This was followed
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