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Between The Cultures
Introduction
Research Questions
1. What are the beliefs of German L1-teacher training
students about the characteristics of the process of
interpreting literary texts?
2. What are the beliefs of German L1-teacher training
students about literature education in school?
3. Are there any differences or similarities between 1. and
2.?
Between The Cultures
Introduction
Research Questions
1. What are the beliefs of German L1-teacher training
students about the characteristics of the process of
interpreting literary texts?
2. What are the beliefs of German L1-teacher training
students about literature education in school?
3. Are there any differences or similarities between 1. and
2.?
Between The Cultures
Introduction
Research Questions
1. What are the beliefs of German L1-teacher training
students about the characteristics of the process of
interpreting literary texts?
2. What are the beliefs of German L1-teacher training
students about literature education in school?
3. Are there any differences or similarities between 1. and
2.?
Between The Cultures
Sampling
A Scale Measuring (Cognitive) Constructivist Beliefs
•constructivist beliefs emphasize learning as a process of
construction without predetermined results (Winkler
2011, Staub & Stern 2002)
•scale of 11 items
•normal distribution
•α=.763
•item-total correlation
.31 <rItem,Scale < .62
Between The Cultures
Sampling
A Scale Measuring (Cognitive) Constructivist Beliefs
•constructivist beliefs emphasize learning as a process of
construction without predetermined results (Winkler
2011, Staub & Stern 2002)
•scale of 11 items
•normal distribution
•α=.763
•item-total correlation
.31 <rItem,Scale < .62
Between The Cultures
Sampling
A Scale Measuring (Cognitive) Constructivist Beliefs
•constructivist beliefs emphasize learning as a process of
construction without predetermined results (Winkler
2011, Staub & Stern 2002)
•scale of 11 items
•normal distribution
•α=.763
•item-total correlation
.31 <rItem,Scale < .62
sample item
When pupils are interpreting, the teacher should
not interfere too much.
Between The Cultures
Sampling
A Scale Measuring (Cognitive) Constructivist Beliefs
•constructivist beliefs emphasize learning as a process of
construction without predetermined results (Winkler
2011, Staub & Stern 2002)
•scale of 11 items
•normal distribution
•α=.763
•item-total correlation
.31 <rItem,Scale < .62
inverted sample item
The teacher should prescribe the overall direction
of an interpretation.
Between The Cultures
Sampling
A Scale Measuring (Cognitive) Constructivist Beliefs
•constructivist beliefs emphasize learning as a process of
construction without predetermined results (Winkler
2011, Staub & Stern 2002)
•scale of 11 items
•normal distribution
•α=.763
•item-total correlation
.31 <rItem,Scale < .62
In This Presentation: Selecting 2 Of 22 Interviews
3.5 4.0 4.5 5.0
Bob
9th semester
L1/history
secondary education
Alice
8th semester
L1/health
vocational school
3.5 4.0 4.5 5.0
Bob
9th semester
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secondary education
Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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3.5 4.0 4.5 5.0
Bob
9th semester
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Alice
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3.5 4.0 4.5 5.0
Bob
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
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Alice
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3.5 4.0 4.5 5.0
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3.5 4.0 4.5 5.0
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
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Alice
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Alice
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Alice
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3.5 4.0 4.5 5.0
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Alice
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3.5 4.0 4.5 5.0
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Alice
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3.5 4.0 4.5 5.0
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Alice
8th semester
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
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Alice
8th semester
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3.5 4.0 4.5 5.0
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
9th semester
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Alice
8th semester
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vocational school
3.5 4.0 4.5 5.0
Bob
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Alice
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vocational school
3.5 4.0 4.5 5.0
Bob
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Alice
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vocational school
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Alice
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3.5 4.0 4.5 5.0
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
9th semester
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Alice
8th semester
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3.5 4.0 4.5 5.0
Bob
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Alice
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Bob
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Alice
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Alice
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Alice
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Alice
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Alice
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Alice
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Bob
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Alice
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3.5 4.0 4.5 5.0
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Alice
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
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Bob
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Alice
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Alice
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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Alice
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Bob
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Alice
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Bob
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Alice
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Bob
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Alice
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Alice
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Alice
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Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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secondary education
Alice
8th semester
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vocational school
3.5 4.0 4.5 5.0
Bob
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secondary education
Alice
8th semester
L1/health
vocational school
3.5 4.0 4.5 5.0
Bob
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secondary education
Alice
8th semester
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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secondary education
Alice
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3.5 4.0 4.5 5.0
Bob
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secondary education
Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
9th semester
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Alice
8th semester
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3.5 4.0 4.5 5.0
Bob
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secondary education
Alice
8th semester
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vocational school
3.5 4.0 4.5 5.0
Bob
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Alice
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3.5 4.0 4.5 5.0
Bob
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Alice
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Bob
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Alice
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Bob
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Alice
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Alice
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Bob
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Alice
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Alice
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Between The Cultures
Guided Interviews
Overview (60 minutes)
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of a short story
6. differences between school and academic interpretations
tations
Between The Cultures
Guided Interviews
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of a short story
6. differences between school and academic interpretations
Between The Cultures
Guided Interviews
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of a short story
6. differences between school and academic interpretations
Between The Cultures
Guided Interviews
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of short story
6. differences between school and academic interpretations
Between The Cultures
Guided Interviews
Excerpt from Questionnaire
When interpreting literature the interpreter utilises different contexts
to assign meaning to elements of the text or the text in a whole. How
important are the following contexts for your interpretations?
unimportant rather unimp. rather imp. imp.
The Author’s Psyche
The Author’s Biography
Historical Events
Philosophical Concepts
Between The Cultures
Guided Interviews
Alice’s Explanation
historical contexts are important | because that’s the world
in which the author is caught and in which he is articulating
himself | the same with philosophical concepts | because most
of the time the author has a clear intent and wants to transmit
his ideas with the literary text | and these are what we are
searching for when interpreting
Between The Cultures
Guided Interviews
Bob’s Explanation
referring to the author (.) «laughing» | «:)» well | (.)| I
think it’s one of the most important things we shoud teach our
students | that it is impossible to get inside the author’s head
| therefore it’s unnecessary to refer to the author | moreover
I have never experienced much gain from such references | maybe
only in the case of Rilke ...
Between The Cultures
Guided Interviews
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of a short story
6. differences between school and academic interpretations
Between The Cultures
Guided Interviews
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of a short story
6. differences between school and academic interpretations
item 1
It is impossible to agree on which interpretation is
better than another one. That is too subjective.
Between The Cultures
Guided Interviews
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of a short story
6. differences between school and academic interpretations
item 2
Intuition and sentiments are important for interpre-
ting.
Between The Cultures
Guided Interviews
1. didactic analysis of a short story
2. evaluation of worksheets
3. compilation of own worksheet
4. reasoning about contexts & specifics of the process of
interpretation
5. confrontation with interpretations of a short story
6. differences between school and academic interpretations
item 3
Successfull interpreting can follow a fixed ruleset.
Between The Cultures
Guided Interviews
School vs. University
Bob Alice
successfully starts with narratological unfortunately
interpreting terms as „toolbox“ is shaped by
in and later reflects upon a right-wrong
school subjective elements of -dichotomy
interpreting
coherence/consistency use effect on oneself
successfully „on a technical level“, to find
interpreting independent of the the authorial intent,
at direction of instead of fixed rulesets or
university the interpretative heavy use of
approach secondary literature
Between The Cultures
Guided Interviews
School vs. University
Bob Alice
successfully starts with narratological unfortunately
interpreting terms as „toolbox“ is shaped by
in and later reflects upon a right-wrong
school subjective elements of -dichotomy
interpreting
coherence/consistency use effect on oneself
successfully „on a technical level“, to find
interpreting independent of the the authorial intent,
at direction of instead of fixed rulesets or
university the interpretative heavy use of
approach secondary literature
leads to suspension
or defocussing of the
literary text
Between The Cultures
Guided Interviews
School vs. University
Bob Alice
successfully starts with narratological unfortunately
interpreting terms as „toolbox“ is shaped by
in and later reflects upon a right-wrong
school subjective elements of -dichotomy
interpreting
coherence/consistency use effect on oneself
successfully „on a technical level“, to find
interpreting independent of the the authorial intent,
at direction of instead of fixed rulesets or
university the interpretative heavy use of
approach secondary literature
leads to suspension
or defocussing of the
literary text
narratological
analysis often
ends in itself
Between The Cultures
Conclusions
Conclusions
•mixed methods design for empirical inquiry of suspected
interrelationships
•students integrate school and academic practises of
interpreting via subjectively blurred reductions from
academic positions
•to do: design of tailor-made intervention
which uses type-specifics
Between The Cultures
Conclusions
Conclusions
•mixed methods design for empirical inquiry of suspected
interrelationships
•students integrate school and academic practises of
interpreting via subjectively blurred reductions from
academic positions
•to do: design of tailor-made intervention
which uses type-specifics
Between The Cultures
Conclusions
Conclusions
•mixed methods design for empirical inquiry of suspected
interrelationships
•students integrate school and academic practises of
interpreting via subjectively blurred reductions from
academic positions
•to do: design of tailor-made intervention
which uses type-specifics
Between The Cultures
Conclusions
Conclusions
•mixed methods design for empirical inquiry of suspected
interrelationships
•students integrate school and academic practises of
interpreting via subjectively blurred reductions from
academic positions
•to do: design of tailor-made intervention
which uses type-specifics
Between The Cultures
Conclusions
References
[Fricke 1992] Fricke, Harald: METHODEN? PRÄMISSEN? ARGUMENTATIONSWEISEN!
Überlegungen zur Konkurrenz wissenschaftlicher Standards in der
Literaturwissenschaft. In: Lutz Danneberg, Hartmut Böhme Jörg S. (Hrsg.): Vom
Umgang mit Literatur und Literaturgeschichte. Positionen und Perspektiven nach
der Theoriedebatte. Verlag J.B.Metzler, 1992, S. 211–227
[Staub und Stern 2002] Staub, Fritz C. ; Stern, Elsbeth: The nature of teachers’
pedagogical content beliefs matters for students’ achievement gains:
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