שגרה של שירה: מורות לספרות בוחרות שירים להוראה

The article examines how experienced literature teachers decide which poems to teach in their classes, and the implications of their considerations for teacher training. 30 junior high school literature teachers were asked to select two from a list of six poems that they would like to teach, and to explain their choices in writing. The study examined their responses in light of the concept of ״pedagogical content knowledge ״ (PCK). The findings show that most of the teachers ׳ responses (about 70%) were based on their PCK. About 20% of the responses related to the poems detached from pedagogical considerations, and only about 10% were related to the teachers themselves as readers of literature. The teachers ׳ considerations relied mainly on one aspect in each poem, and they formed predictable patterns for ״treating ״ literary works. On the one hand, these patterns – an expression of PCK – form an essential platform for teaching; on the other, they might narrow the potential inherent in the teaching of literature. At the end of the article we make recommendations for teacher training programs with reference to the advantages and drawbacks of learning from the knowledge of experienced teachers.