Shared reading aloud: the case of the literature teacher in the secondary school

Abstract

The article examines the role of the language-literature teacher in the field of shared read aloud literature didactics and the impact of this transdisciplinary didactics on his or her professionalism. The investigation, conducted by means of a questionnaire, involved teachers who participated in an action-research aimed at practising reading aloud in first- and second-cycle schools.
The teachers who took part in the survey, most of whom have been working in schools for some time, showed themselves to be aware of the inadequacy and ineffectiveness of traditional literary teaching methods and expressed a desire for a didactic renewal of their discipline. In particular, the study confirmed two significant data: the importance of adequate knowledge that the teacher must possess, or acquire, regarding literature dedicated to young people and the lack of training opportunities, pertaining to this competence, during the course of study.