Page 164 - Getting of the fence

Chapter 6
moderating influences, or so-called noise (Kennedy, 2016), need to be considered. In our case, this could lead to questions such as; Did the fact that Ysabel had 14 students in her class in year 2 and Caitlin 28 have an impact to the level of change in their curricula (see Table 6.1)? Did the difference between the average of 6% EFL literature lessons per year for Liz compared to the 42% of Fred have an impact on the level of change (see Table 6.1)? Did the difference in text choice (see Table 6.2) have an impact on how teachers approached EFL literature? In order to further develop PCK research in the field of EFL literature education, these questions and many more need to be carefully considered as well as included in future research, thereby addressing the following dichotomy: effectiveness studies in PCK research ask for a quantitative approach but in order to conduct this type of research thoroughly, sensemaking as well as the educational noise needs to be considered, therefore asking for a qualitative approach.
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