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LITERARHISTORISCHES VERSTEHEN AUF GRUNDLAGE DER INTERDISKURSANALYSE FÖRDERN? DIDAKTISCHE ÜBERLEGUNGEN ZUM TEXT-KONTEXT-PROBLEM

100%
Kónya-Jobs N.
World Literature Studies
|
2022
|
vol. 14
|
issue 4
60 – 77
EN
In view of a crisis in literary history education in German-speaking schools and universities, which can also be proven with empirical findings, the article endeavours to examine inter-discourse analysis as an alternative basis for didactics of literary history. For this purpose, it critically discusses humanities and didactic objections to a literary-historical and literary-pedagogical recourse to inter-discourse analysis – including the relationship of the approach to the text-context-problem and the accusation of the marginalization of the individual text. As an interim result, the basic features of the knowledge-poetic-interdiscursive method of didactics of literary history are presented. The article then offers insights into the results of a large-scale empirical training experiment with student teachers, in which the interdiscursive approach was systematically compared with three established teaching methods with regard to effect sizes of literary-historical understanding. The findings allow conclusions to be drawn as to what extent a didactic approach to the literary history based on historical-generative inter-discourse analysis can and should be further developed conceptually, evaluated formatively and established at secondary schools, universities and in teacher training.
2

IMPLEMENTATION OF THE LEGAL FRAMEWORK FOR INCLUSIVE EDUCATION IN PORTUGAL (DECREE-LAW 54/2018) – A QUALITATIVE ASSESSMENT BY PRIMARY AND SECONDARY SCHOOL TEACHERS

75%
Ferreira M., Reis-Jorge J.
Pedagogický časopis (Journal of Pedagogy)
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2022
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vol. 13
|
issue 2
55 – 76
EN
Successful inclusive education requires school transformations and changes to the education system. In Portugal new legislation passed in 2018 (Decree-law 54/2018) brought a new perspective in inclusive education for all educational agents. Three years later, it is essential that the legislation is evaluated by the teachers implementing it. Forty-three primary and secondary school teachers and two coordinators of multidisciplinary teams providing inclusive education support were the participants of our study. The data collection instruments were a questionnaire and interviews. This study values the participants’ narratives, highlighting the new concepts and attitudes required for the implementation of the new inclusive education legal framework in Portugal. The results of the thematic analysis were organized around four key themes: 1. Theoretical representations; 2. Practices; 3. Challenges; and 4. Training. It is also worth noting the notions of collaborative work, the need for reflective teachers and the development of learning communities to support the implementation of the new legislation.
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