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Don't fear poetry! Secondary teachers' key strategies for engaging pupils with poetic texts
Luleå University of Technology, Department of Arts, Communication and Education, Education, Language, and Teaching.ORCID iD: 0000-0002-9425-8170
2019 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Epub ahead of print
Abstract [en]

Poetry is a key element of many literature curricula but poetry teaching is something with which many teachers struggle. Research indicates that teachers lack experience of poetry as well as subject knowledge and that current high-stakes testing poses challenges. While previous research has investigated teachers’ experiences through large quantitative studies, this study focuses on what teachers who are keen readers of poetry regard as key elements of pedagogy. The material comprises 15 interviews with secondary school teachers of Swedish. A thematic analysis identified four themes: drawing on personal engagementdiscussing pupils’ conceptions from the outset, creating a safe classroom atmosphere, and scaffolding pupils’ interpretations. The study highlights the centrality of the aesthetic experience and suggests that attention should be paid within research regarding how aesthetic content should be taught and that teacher educators should scaffold pre-service teachers’ individual exploration of poetry to help them become confident teachers of poetry.

Place, publisher, year, edition, pages
Taylor & Francis, 2019.
Keywords [en]
poetry pedagogy, aesthetic experience, secondary education, teacher education
National Category
Didactics
Research subject
Swedish and Education
Identifiers
URN: urn:nbn:se:ltu:diva-75880DOI: 10.1080/00313831.2019.1650823OAI: oai:DiVA.org:ltu-75880DiVA, id: diva2:1349124
Available from: 2019-09-06 Created: 2019-09-06 Last updated: 2019-09-12

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Sigvardsson, Anna

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  • nn-NB
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  • Other locale
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Output format
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