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Article
The “Competent Literary” Teacher: The New Perspectives of Initial Teacher Training
Author(s)
Antonella Nuzzaci Stefania Nirchi Luca Luciani
Full-Text PDF
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DOI:10.17265/2159-5836/2016.05.010
Affiliation(s)
University of L’Aquila, L’Aquila, Italy National Agency for the Evaluation of Universities and Research Institutes, Rome, Italy University of L’Aquila, L’Aquila, Italy
ABSTRACT
The aim of the paper is to describe the literary competence of teachers as a dimension of the knowledge for the teaching, which can be extended to all aspects of the professional teacher transformation. Among the various knowledge, competences, and dispositions the shape its legacy, the literary competence becomes the main turning point between pedagogical knowledge and specialized knowledge, between core and characterizing disciplines. The literary competence lives in the intersection between different kinds of competence (linguistic competence, communication competence, reading competence, writing competences, interpretive competence, discursive competence, cultural competence, cross-cultural competence, pragmatic and strategic competence and social competence). The approach offers a framework for pedagogy of the literary competence in the teacher training as substantial experience and expertise able to increase the professional repertoire of teachers in training fields. This paper provides food for thought for enrichment and enhancement of the literary competence and its use in teaching.
KEYWORDS
literary competence, higher education, initial teacher training, teaching-learning processes
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References
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Farber, G. (2005). What is literature? What is art? Integrating essence and history. Journal of Aesthetic Education, 39(3), 1-21.
Fish, S. (1980). Is there a text in this class? Cambridge, Mass.: Harvard University Press.
Gajdusek, L., & van Dommelen, D. (1993). Literature and critical thinking in the composition classroom. In J. Carson and I. Leki (Eds.), Reading in the composition classroom: Second language perspectives (pp. 197-215). Boston: Heinle & Heinle.
Gándara, P., Rumberger, R. W., Maxwell-Jolly, J., & Callahan, R. (2003). English learners in California schools: Unequal resources, unequal outcomes. Educational Policy Analysis Archives, 11. Retrieved from http://epaa.asu.edu/epaa/v11n36/
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Gower, R., & Pearson, M. (1986). Reading literature. London: Longman.
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Janssen, T. (1996). Asking for trouble. Teacher questions and assignments in the literature classroom. SPIEL: Siegener Periodicum zur Internationalen Empirischen Literaturwissenschaft, 15(1), 8-23.
Janssen, T., & Rijlaarsdam, G. (1990). What pupils learn from literature teaching in the Netherlands. In M. Hayhoe and S. Parker, Reading and response (pp. 94-106). Milton-Keynes-Philadelphia: Open University Press.
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Kramsch, C. (1993). Context and culture in language teaching. Oxford: Oxford University Press.
Lacey, C. (1977). The socialisation of teachers. London: Methuen.
Lado, R. (1964). Language teaching: A scientific approach. New York: McGraw-Hill.
Lazar, G. (1993). Literature and language teaching. Cambridge: Cambridge University Press.
Lee, Y. A., & Hemer-Patnode, L. (2010). Developing teacher candidates’ knowledge, skills, and dispositions to teach diverse students. Journal of Instructional Psychology, 37(34), 223-224.
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