Tension Between Theory and Practice in Literature Courses at University-Based Educational Institutions: Strategies and Approaches
DOI:
https://doi.org/10.17507/jltr.1602.33Keywords:
tension, conception, practice, literature course, pedagogical approachesAbstract
This study explored the tension that arises between the conceptual understanding of literature education and its practical implementation in the classroom. The aim of this study was to identify the underlying causes of this tension and propose strategies to bridge the gap between conception and practice. Using a qualitative research design, the study employed a multi-case study approach, involving four literature teachers (Elit) at four universities in Indonesia. Data collection methods included in-depth interviews, classroom observations, and document study. Thematic analysis was used to analyze the data and identify common themes related to the tension between conception and practice. The findings of this study shed light on the factors contributing to this tension, such as curriculum, time, assessment demands, and teachers’ beliefs and experiences. Based on the findings, practical strategies and pedagogical approaches were proposed to address this tension, including professional development programs, collaborative planning and reflection, differentiated instruction, and technology integration. This research has implications for educational policymakers, curriculum designers, and literature educators because it provides insights into the complexities of translating theoretical frameworks into effective classroom practices. By addressing the tension between conception and practice, this study seeks to enhance literature education and foster student engagement, understanding, and appreciation in literary texts.
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