Supervisors info:
Φρυδάκη Ευαγγελία - Καθηγήτρια Παιδαγωγικής και Διευθύντρια του Προγράμματος Μεταπτυχιακών Σπουδών Θεωρία, Πράξη και Αξιολόγηση του Εκπαιδευτικού Έργου - Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης - ΕΚΠΑ
Μαμούρα Μαρία - Επίκουρη Καθηγήτρια Παιδαγωγικής - Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης - ΕΚΠΑ
Μιχάλης Αθανάσιος - Επίκουρος Καθηγητής Παιδαγωγικής - Παιδαγωγικό Τμήμα Δευτεροβάθμιας Εκπαίδευσης - ΕΚΠΑ
Summary:
This qualitative research aims to focus on the study of the method of interpretive dialogue in the light of the indeterminacy gaps that exist in literary texts. Specifically, it explores, from the teachers' perspective, whether and to what extent indeterminacy gaps may facilitate or hinder the implementation of specific reading and teaching practices in classrooms. The data of this study was formed from interviews with secondary school teachers who have been familiar with and have been implementing the method for at least three (3) years. The analysis of the findings was aligned with the methodological principles of thematic analysis, from which categories emerged. Thus, from the results, on the one hand, the function of the indeterminacy gaps as a tool to implement and promote interpretive dialogue was highlighted. However, on the other hand, some of the qualitative results that emerged from the teachers' discourse concerning the method, revealed a shift in their purposefulness and the general transformation of their belief about the teaching of literature. There is scope for further studies to shed light on the students' own shifts in terms of gaps and interpretive dialogue, and the general transformation that the method brings to each ‘link in the chain’ of educational reality.
