Research In The Teaching Of English
This article examines three English teachers' conceptions of their students' literary understandings. I focus on the teachers' conceptualizations of the act of reading in relation to literary understanding and how they responded to videotape artifacts of their students reading literature. The teachers were hopeful about the possibilities literature afforded their students, but each expressed difficulty managing students' reading problems in relation to teaching literature. The study explores how the-three case-study teachers framed reading in generalized terms separated from the concerns of literature as a discipline, and how the teachers' own experienced ways of reading literature played a role in directing attention away from learner competencies and toward the content concerns of a literature classroom.
Hamel, Frederick L. 2003. "Teacher understanding of student understanding: Revising the gap between teacher conceptions and students ways with literature." Research In The Teaching Of English 38(1): 49-84.