Poëzieonderwijs op maat: de ontwikkeling van de lyrische competentie van leerlingen op havo en vwo

Poetry education is an almost neglected part of L1 education in the Netherlands. The educational frameworks do not describe what students should know about poetry and what skills they should have. In addition, poetry in education has hardly been studied for years. As a result, poetry education can be considered an ill-structured domain. This research contributes to knowledge about the development of the lyrical competence of higher secondary and pre-university students and offers tools to structure poetry education more properly.
Several sub-studies explored how students’ knowledge, skills and attitude (the dimensions of lyrical competence) develop. Expert teachers expressed their views on lyric development in focus groups in which their shared pedagogical content knowledge could be explored. In addition, 39 students were interviewed who then read two poems thinking out loud. Finally, a large-scale survey study was conducted in 20 schools in the Netherlands, providing insight into the extent to which pupils’ lyrical competence is developing.
The competence levels for lower and upper grades, the presence of different reading styles and degree of development can be considered as the main outputs of the research presented in this thesis.