The analysis of literary texts Teachers' beliefs in a field of tension in the didactics of literature

Abstract

The constructive connection of analysis and interpretation of literary texts is constantly demanded from the perspective of literature didactics, but teaching practice often presents itself differently. Based on interview data from the project “Literary Understanding and Metaphor (LiMet)”, the article reconstructs which teaching object-, subject- and learner-related beliefs frame these practices. Since the focus of the project was on how learners and teachers deal with metaphor, the connections between the teachers' modelling of metaphor and their beliefs about the analysis of literary texts will be particularly illustrated. The article also aims to reflect which derivations are possible from the reconstruction of beliefs.