The role of pre-knowledge in teaching literature: The role of secondary

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Eötvös Loránd University Faculty of Education and Psychology

Doctoral School of Education

The role of pre-knowledge in teaching literature: The role of secondary school students’ pre-knowledge when teaching postmodern poetry

Thesis of doctoral (PhD) dissertation Judit Kubinger-Pillmann

Dissertation Advisor: Dr. Habil. Vilmos Vass, associate professor

Budapest

2013

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The present dissertation is on the border of several fields of science: pedagogy, more precisely: teaching of literature, literary and cultural science. In the course of my university and doctoral studies I encountered an interdisciplinary approach. With the choice of topic for my dissertation I aimed to find a field of research where various sciences overlap.

The starting point for my dissertation was a quote by David Ausubel¹ along with my teacher thesis. Further development and deeper analysis of the topic (Assessment and recognition of pre-knowledge) has been an interesting and inspiring task. My two-year secondary school teaching experience at Árpád Secondary Grammar School, Tatabánya, was a decisive factor in the process. At that time, I was teaching 11th and 12th graders, and often experienced that they encountered difficulties when trying to interpret contemporary poetry, or discover and forming intertextual connections. School-leavers were unable to deal with texts form different periods of literary history parallelly. While teaching poems by András Ferenc Kovács², it became clear for me that the difficulties of understanding is caused – among others – by the lack of mapping the pre-knowledge of students.

My research attempts to eliminate the importance of taking students’ pre-knowledge into consideration when teaching postmodern poetry, and thus help them understand that pieces of literary texts may be in dialogues with one another, regardless of the period of literary history they were written in. My assumption is that through the mapping of students’

pre-knowledge the interpretation process of such lyrical poetry could be more efficient.

During my secondary school teaching, the greatest difficulty encountered by the school- leavers was to understand the poems of a contemporary poet, who had paraphrased pieces by poets of previous centuries. Taking this problem as a starting point I arranged my research around the interpretation of the paraphrases by András Ferenc Kovács. In relation to this, I examined the teaching and learning processes of creating an intertextual connection between contemporary and earlier literary pieces. My assumption is that this topic has both theoretical

1I chose this quotation as the motto for my dissertation: „If I was to narrow down the psychology of education to one single principle, I would say: the factor with the greatest influence on learning is what the student already knows. We need to learn what this knowledge is, and teach the child accordingly.” The quotation is elaborated in greater details in a later chapter of my dissertation.

2 These problems cumulated while teaching paraphrases by András Ferenc Kovács (Aranyos vitézi órák – Golden Warrior Hours).

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and practical significance, since students preparing for the final exams should have the ability to interpret contemporary literary texts.

2. Objective of the research

Based on the above, the objective of my research is to become familiar with the attitude of school-leavers of secondary schools in Komárom-Esztergom County to contemporary postmodern literature, with great emphasis on postmodern lyrical poetry. At the same time I aim at mapping their pre-knowledge in relation to postmodern lyrical pieces, and examine the role of pre-knowledge in the teaching and learning process connected to postmodern poetry.

I approach the topic from four directions: A) exploration the frameworks of interpretation and literature with pedagogical aspects on pre-knowledge, B) analysis of the problem of selection and arrangement of curriculum with respect to Hungarian Literature, C) overview of the specialized literature on pre-knowledge, with respect to literary pedagogy, D) and the practical side, that is, based on the results of the empirical research, consequences for teaching and learning postmodern poetry. The main directions of the research may be divided into further sub-units:

A) I explore the pedagogy-related literary background of pre-knowledge, with specific regard to the possible – wider and narrower – frameworks of interpretation.

B) With reference to Hungarian Literature, I analyse the issues of selection and arrangement of curriculum, introduce the principles behind the choice of textbooks, and describe the changes in curriculum since 1979, with special respect to alternative programs and some international models for teaching literature.

C) Through research of the general characteristics of teaching literature in Hungarian secondary schools, and discussion of current issues of innovation in teaching literature I analyse the place of postmodern literature both in the curriculum and in the school teaching practice.

D) Within the framework of a research I examine school-leavers’ pre-knowledge of contemporary literature in every secondary grammar and technical school of Komárom- Esztergom County. My further aim is to see whether the school-leavers of the county are open-minded and apt for creative writing, and whether they are able to recognise and apply intertextual connections in connection with a contemporary postmodern lyrical piece of literature.

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5 3. Expected results

a) Exploring the concept of pre-knowledge, with respect to the wider and narrower frameworks of interpretation, through the analysis of theoretical and scientific background

b) Describing the issues of selection and arrangement of curriculum in teaching and learning literature, through the analysis of textbooks and syllabi

c) Analysis of the position of postmodern literature (in textbooks and syllabi), and of the current issues of innovation

d) Examination of the attitude of secondary school students (using a test-sheet) in relation to postmodern literature

e) In connection with mapping pre-knowledge, exploring those areas of skills that need more efficient improvement in the course of learning and teaching literature.

4. THEORETICAL BACKGROUND 4.1 The concept of pre-knowledge

The concept of pre-knowledge may be defined in a narrower and in a wider sense. The main difference between the two is the source and the method from and through which the student acquired knowledge. By narrower pre-knowledge I define knowledge acquired previously and formally, while the wider sense of the word refers to the informal and non- formal knowledge acquisition. Formal acquisition of pre-knowledge (mostly in classroom- setting and from textbooks) comprises partly declarative (knowledge of literary history:

names, dates, places, titles, etc.), partly procedural (ability to identify literary genre and texts, etc) elements of knowledge. In the wider interpretation of pre-knowledge, the dynamic processes of informal and non-formal learning play significant role in the organization of declarative and procedural knowledge. (CSAPÓ 2004)

In my view, a prominent starting point for the wider interpretation of pre -knowledge is the definition of double-knowledge by Imre Knausz (KNAUSZ 2003). That is to say, students use and apply the knowledge they acquire at school exclusively in school settings, but do not incorporate that same knowledge in their everyday lives. On the other hand, when analysing the definitions of pre-knowledge, I was faced with the fact that the elements of knowledge students acquire in their everyday lives (wider interpretation) are

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not applied in school settings, during formal learning. It is worth remarking that in the course of wider interpretation of pre-knowledge significant role is played by the experiences, views and attitudes that are formed in the student mostly through informal and non-formal learning. Consequently, clarifying the definitions is an important step; the wider interpretation provides for numerous opportunities of further analysis of the nature of pre-knowledge.

The – mostly English and Canadian – specialized literature dealing with pre- knowledge interprets this concept in the wider context. In England and Canada there is an ongoing tradition of recognizing previously acquired elements of knowledge, even though this is more characteristic of adult education. The idea that all elements of knowledge, whether acquired in formal or informal ways, are considered the part of pre-knowledge, is reflected in the thought of Dougleas Myers, colleague of PLA³ Centre: „Everything you know and can do, everything you’ve learned in the community, the workplace, your family, that’s real learning”. It has to be mentioned that both the Canadian and the English literature raises several current issues in connection with pre-knowledge, such that are connected to the constructivist approach to learning, where the basic aspect is to give meaning to learning, and the main direction of research is how we learn what we learn.

Antony Lorsbach⁴ and Kenneth Tobin⁵ asked the following questions: Why do we not talk more about how students learn? Do we pay attention to the classroom setting, whether it is inspiring enough for students to learn? Why do we not use the pre -knowledge of students more in the learning process?

Mayer (2004) examined the issue from the aspect of the role pre-knowledge plays in the process of students’ acquisition of new knowledge. Furthermore, he emphasised that in this process the support of an educator is essential. Mayer wrote about a so-called active learning, namely that according to the constructivist perception of learning the classroom participation of the student is indispensable.

Alfred Whitehead, furthermore, Bereiter (1984) and Bransford and co. (1989) wrote about „inert knowledge”, that is, „helpless knowledge” in such cases when someone has knowledge, but is unable to utilise it in a given situation.

3 PLA Center = Prior Learning Assessment and Recognition Center

4 Colleague of Bradley University Teacher Training Department

5 Colleague of Florida State University Scientific Education Prorgam

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4.2 Selection and arrangement of curriculum (syllabi, textbooks) in teaching and learning literature

All things considered, it is clear that „Preparing curriculum is the art of creating balance.” (SZEBENYI 1991 quoted by PERJÉS and VASS 2008). The key issue is whether the core curriculum provides for the opportunity to choose the curricular model, and whether the flexibility of the choice and arrangement of curriculum are emphasized factors. In my view it would be essential to change the linear arrangement of curriculum to a modular one, or the combination of the two, as the opinion of László Arató proves to be true, that is: „Older and more recent pieces arranged into one unit promote the interpretation of one another, as if casting light on one another. In the library of the mind the books are not arranged in chronological order, and many times we read older books through the „spectacles” of the more recent ones. ” (ARATÓ 2000)

Based on the analysis of the alternative programs listed in the chapter it could be stated that the main principle is an experience-centred approach, which is connected with a thousand lines to the wider interpretation of pre-knowledge, as it has significant effect ont he experiences, views, and attitudes of students. It is great pleasure to see how modularity appears in the course of the programs – obviously as a consequence of complex aspects prevailing in the choice and arrangement of the curriculum.

We must be aware that the methodology of teaching literature is different for each country. These methodologies may co-exist parallelly, but in each case it is important to note the disposition and way of thinking that characterise the citizens of that given country, as the methodological inventory of any country is most easily understood in the light of these characteristics. From the point of view of our present topic the initiative of the French model for teaching literature is outstanding – namely that students’ skills for creating and processing texts should be improved. The basic question is: „what influence do text and the reader’s perception of the world (their pre-knowledge, practical experience, emotions and ideas) have on each other”.⁶ The methodological diversity (analytical, experience-centred, attitudinal, eclectic) of the American model for teaching literature is closer to the wider interpretation of pre-knowledge, and so is the interdisciplinary approach of the English model.

As teachers of literature we must deal with the fact and identify with the view that all- inclusive teaching is impossible, therefore we must use the chance we are given, namely that

6 Notice on the publication of National Curricula. = http://www.nefmi.gov.hu/kozoktatas/2002/kerettantervek

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the curriculum provides for individual choice of literary pieces. The educational, psychological, and scientific system of criteria for textbook choice is none the less significant, as this is greatly interdependent with the exploration of pre-knowledge and the motivation for learning. Teaching of literature needs to undergo a change of paradigm; otherwise the prediction of Balázs Fűzfa will become reality. He said the following at a conference a few years ago: „The latter has to change dramatically, or else there will soon be an insurmountable gap between the curriculum, and the world surrounding our students.“

To achieve this, the wider interpretation of pre-knowledge, along with a more efficient enumeration and utilization of informally and non-formally acquired knowledge and skills will be indispensable, both in the course of teaching and lear ning literature.

4.3 Challenges of teaching literature

The innovation process of (teaching) literature is being organized around four main issues: the change in the function of (teaching) literature, the change in the system of tools of (teaching) literature, the issues of the literary (teaching) canon, and the change in the role of the literature teacher. Emphasis is being shifted from the past to the present and the future. In the foreground, the place of the exclusive literary-historical nature is being taken by the safeguarding of cultural and linguistic identity, and the mediation of literary and aesthetic models. The change may not avoid the methodology and didactics of the subject. Productivity and creativity present themselves as genuine values (FŰZFA 2003), thus we may speak about constructive teaching of literature. (ZSOLNAI 2006:91-97)

To sum up, we may state that despite the fundamental principles and objectives of the National Core Curriculum, among other reasons due to the linear arrangement of the curriculum, secondary school students have difficulties recalling their prior knowledge of literature, as they do not have a system-based view of what they learn about the individual periods of literary history. As a result of a teaching practice extensively centred on factual and lexical knowledge, the Hungarian secondary school students greatly lack the ability to assess correspondence, processes and connections. The efforts for mapping the pre-knowledge of students are merely sporadic, and even where it does exist, the narrower interpretation is dominant in the teaching and learning process.

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9 5. RESEARCH

5.1 Hypotheses

 Exclusively chronological arrangement of the curriculum does not provide students with a high level of lexical knowledge of literature

 School-leavers at secondary grammar and vocational schools do not have the skills to recognise intertexual connections between literary pieces written during different periods of literary history

 School-leavers at secondary grammar and technical schools have minimal level or informally and non-formally acquired pre-knowledge that could be used during the process of formal learning of postmodern literature

 The knowledge acquired by school-leavers in the course of their everyday lives is not used or applied in school settings, in the course of formal learning.

5.2 Methods

In the course of the research I used a test-sheet to map and analyse students’ pre- knowledge about postmodern poetry, and I made observations based on standard aspects.

When finalizing the test-sheet, as well as in the specification of my aspects for observation, I used the results and experiences of my pre-research from spring 2009.

5.3 Results

In the light of the results of my research, I recorded the proof or the refutation of the hypotheses, line by line, for each and every hypothesis.

a) Exclusively chronological arrangement of the curriculum does not provide students with a high level of lexical knowledge of literature

Based on the research I conducted I found that the hypothesis proved to be true. I will support this with the results of the first part of the questionnaire.

Messzebb… messzebb… (Further… further away…) by András Ferenc Kovács was identified by 46.8% of all the female secondary grammar school student respondents, while the ratio was 45% for male secondary grammar school students. Among the female secondary technical school students 11.9% knew the correct answer, and 24.3/ of their male counterparts. The rest of the respondents gave wrong answers or altogether failed to recognize Messze…messze…(Far…far away…) by Mihány Babits.

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„Ember és polgár leszek…” („I’ll be a man and a citizen…”) by András Ferenc Kovács was identified correctly by a mere 2.2% of all female secondary grammar school student respondents, and 0.4% of their male counterparts. The ratio for secondary technical students was 9.09% for females and 15.84% for males.

András Ferenc Kovács’s Ezredévi ódákok (Odes from the Millennium) was correctly identified by 19.5% of all female secondary grammar school student respondents, and 13.4%

of males. For the secondary technical students the ratio was 17.6% for females and 23.3%

for males.

My hypothesis is also proved by the fourth task of the first part of the questionnaire, as these results clearly show that the ratio of students solving the task correctly is 10.11%

among female grammar school students and 40.66% among the males, while only 3% of technical school female students managed to solve the task correctly, and the ratio is 4% for their male counterparts.

Summing up, I can state that if the school-leavers of the secondary grammar and technical schools of Komárom-Esztergom county had in fact acquired a high level of declarative knowledge merely due to the chronological teaching of literature, then 2 months prior to their final exams they should have achieved considerably better results for these tasks. From the point of view of my topic, these results also reflect that the school-leavers have problems with their pre-knowledge in its narrow sense.

b) School-leavers at secondary grammar and vocational schools do not have the skills to recognise intertextual connections between literary pieces written during different periods of literary history

Based on the results of the conducted research, I declare that my hypothesis proved to be correct. The proof lies in the tasks of the first part of the test-sheet, as these were clearly aimed at mapping the extent to which the school-leavers of the grammar and technical schools of the county are able to identify intertexual connections, and based on these, recall texts they had previously learnt.

Messzebb… messzebb… (Further… further away…) by András Ferenc Kovács was either not identified by 53.2% of all the female secondary grammar school student respondents, or they gave wrong answers (25.8% - no answer given; 27.4% - wrong answer). 55% of all male secondary grammar school students either did not recognise the paraphrase, or gave a wrong answer (33% - not recognised, 22% - wrong answer). The same

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ratio for female secondary technical school students was as follow: 88.1% either did not recognise the poem, or gave a wrong answer (60% - not recognised, 28.1% - wrong answer).

In case of the male technical school students the ratio of those who did not recognise the poem or gave a wrong answer was 70% (42.6% did not recognise, 7.42% gave the wrong answer).

„Ember és polgár leszek…” („I’ll be a man and a citizen…”) by András Ferenc Kovács was either not identified by 97.8% of all the female secondary grammar school student respondents, or they gave wrong answers (5.2% - no answer given; 92.6% - wrong answer).

99.6% of all male secondary grammar school students either did not recognise the poem, or gave a wrong answer (22% - not recognised, 77.6% - wrong answer). The same ratio for female secondary technical school students was 90.91% (30.8% - not recognised, 60.11% - wrong answer), while among the male technical school students the figure was 84.16%

(35.1% did not recognise, 49.06% gave the wrong answer).

Kovács András Ferenc’s „Ezredévi ódákok” (Odes from the Millennium) was not identified by 80.5% of all the female grammar school students, or they gave wrong answers (43.4% - no answer given; 37.1% - wrong answer), while 86.6% of all male grammar school students did not recognise the poem, or gave a wrong answer (56.9% - not recognised, 29.7% - wrong answer). The same ratio for secondary technical school students was as follow: 82.4% of girls (59% did not recognise, while 23.4% gave the wrong answer), while for the boys the ratio was 76.7% (54.5% did not recognise, 22.2% gave the wrong answer).

My hypothesis is also proved by the fourth task of the first part of the questionnaire, as these results clearly show that the ratio of students who solved the task incorrectly, or making great number of mistakes, is 43.07% among female grammar school students, while it is 59.33% among the males. The same ratio among technical school students is the following: 68% among girls, and 63% among boys.

Summing up, I can state that a significant proportion of the school-leavers of secondary grammar and technical schools of Komárom-Esztergom county lack the ability to recognize intertextual connections among literary pieces written in different periods. If this was not the case, the ratio of wrong answers should have been lower. In fact, this hypothesis was meant ti examine whether the school-leavers possess pre-knowledge in its narrower sense, but we also have to see that a formation of an intertextual way of thinking could greatly contribute to the growth pre-knowledge in its content, in the wider sense of the word..

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c) School-leavers at secondary grammar and technical schools have minimal level or informally and non-formally acquired pre-knowledge that could be used during the process of formal learning of postmodern literature

To answer this question, I used the fourth, sixth, eighth and ninth tasks of the test-sheet.

My starting point was that at the time if the research, the school-leavers had not yet learnt about postmodern literature among formal settings, therefore the knowledge they have could not have been acquired within formal frameworks. This hypothesis proved to be true.

It turned out from the fourth task of the test-sheet that one group of secondary grammar and technical school students do not think of anything upon hearing the word „postmodern“, but their majority associates a meaning of some kind with this word. For the grammar school students, this meaning fell into the categories of incomprehensible / inexplicable, literature and modern, while for the technical school students it belonged to the categories of incomprehensible / inexplicable, literature and art. In my view, the majority of these answers suggests that school-leavers are able to identify the concept of postmodern, but consider it something new and inexplicable, therefore I believe it would be of great importance that they get to know as many contemporary texts as possible.

Based on the results of task three of the test-sheet I declare that 77.9% of female grammar school students, 79.9% of male grammar school students, 89.8% of female technical school students, and 87.1% of male technical school students had never read a postmodern piece of literature, that is, a great majority of the participants of my research lack the prior knowledge that could be utilized while learning contemporary literature.

The results of the eighth task of the test-sheet reflect on the existence or absence pre- knowledge in its wider sense, at the same time supporting my hypothesis. The results of the eighth task (85% of grammar school girls, 83.7% of grammar school boys, 87.5% of technical school girls, and 84.7% of technical school boys had never seen a contemporary theatre play) show how little percentage of the school-leavers possess pre-knowledge (in the wider sense) in connection with contemporary literature that was acquired informally or non-formally, and could be used among the formal frameworks. It must be noted that the problems lie not only with pre-knowledge in its wider sense: students also lack declarative knowledge, since some respondents remarked that they could not recall the title of the play they had seen, or the name of the playwright.

d) The knowledge acquired by school-leavers in the course of their everyday lives is not used or applied in school settings, in the course of formal learning.

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Answers for this question were provided for by the eighth and the tenth tasks. In the course of both tasks my aim was to find out whether the school-leavers had acquired any experience in their daily lives (readings, family, trips, theatre, etc), which could be used later, among school settings, in the process of formal learning, as pre-knowledge in the wider sense.

Based on the results of my research I can state that 85% of grammar school girls, 83.7%

of grammar school boys, 87.5% of technical school girls, and 84.7% of technical school boys had never seen a postmodern theatre play. This high percentage makes us think, as these students have only two months left before their final exams, and they have never had a theatre experience of this kind.

Based on the tenth task of the test-sheet I can state that the majority of grammar school girls (51.5%) had some prior experience that they could use later at literature class, which helped and enhanced their learning process. This ratio was slightly lower for grammar school boys (45.7%). Among technical school students, the ratio of those lacking any experience that could be used within the formal frameworks of learning was clearly higher (61.7% for girls and 68.3% for boys). It should also be mentioned here, that among grammar school girls, the memories which are recalled at literature classes mainly come from experiences of theatre (31.9%). Regardless of the ratio of grammar school boys and technical school girls and boys who lacking this experience, those who did have such memories all said that these earlier memories and experiences helped and enhanced, that is, positively influenced their learning process.

The results clearly show that most of my hypotheses have proved to be true. Only one was refuted, in connection with the grammar school girls (in case of task number 10).

6. Summary

In the theoretical part of my dissertation I worked on exploring the educational aspects of the background of pre-knowledge in the corresponding specialized literature, with special reference to the frameworks of wider and narrower interpretation. I tried to give account of the various types of knowledge, and the process of the elements of knowledge being incorporated in our memories. I discussed the possible origins and pedagogical significance of pre-knowledge, and described the options of mapping pre-knowledge (in the wider sense) during Hungarian Literature lessons.

The next chapters of the theoretical part of my dissertation described the issues of selection and arrangement of curriculum, with respect to the subject of Hungarian Literature,

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and introduced the principles behind the choice of textbooks, and showed the changed of the curriculum since 1978, with special respect to the alternative programs and some international models for teaching literature.

Through research of the general characteristics and practices of teaching literature secondary school of Hungary, and description of current issues of innovation in teaching literature I analysed the position of postmodern (contemporary) literature, both in the curricula and in practice.

The use of pre-knowledge – both in a wider and narrower sense – is fundamental to my dissertation, but consider the wider interpretation more important when considering the future of literature, where the definition of double knowledge by Imre Knausz (KNAUSZ 2003) is a significant starting point.

7. Future choices and possibilities for research

The analysis of pre-knowledge has, naturally, not been finished with „The role of pre- knowledge in teaching literature: The role of secondary school students’ pre-knowledge when teaching postmodern poetry”. Even in its present phase, there are several possibilities for further research:

 Specifying the frameworks of the concept of pre-knowledge in its wider sense

 Expansion of the research conducted in Komárom-Esztergom county to other counties of Hungary

 Based on the experiences, perfection of the test-sheet (and the tasks included) used for conducting the research

I sincerely hope that I will have the opportunity to realise some of the possibilities for further research listed here, so that the significance of pre-knowledge may be known and used more widely when setting the path for learning and teaching postmodern lyrical poetry.

8. List of publications of the author on the topic Könyvrészlet

PILLMANN Judit, Az előzetes tudás felmérése és elismerése = Egy csepp tudomány, szerk.

KOSZTYÁN Zsolt Tibor, Pannon Egyetem, Jedlik Ányos Szakkollégium, Veszprém, 2006, 7 – 33.

Hazai lektorált folyóiratban megjelent magyar nyelvű tanulmány

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KUBINGER-PILLMANN Judit, Digitális írástudás. IKT műhely, Interaktív tábla = Pedagógusképzés, 2008/4., 111-119.

Nemzetközi lektorált folyóiratban megjelent idegen nyelvű tanulmány

Judit KUBINGER-PILLMANN, The role of student’s pre knowledge when teaching postmodern poetry = Changing education in a changing society, Klaipeda, 2010.

Judit KUBINGER-PILLMANN, The Role of Student’s Pre-Knowledge When Studing Postmodern Poetry = Journal of Modern Education Review (ISSN 2155-7993), Academic Star, New York, Volume 2, Number 1, January 2012. 18-29.

Hazai konferencia konferenciakötetében megjelent magyar nyelvű tanulmány

KUBINGER-PILLMANN JUDIT, A digitális írástudás és a Szondi két apródja = A 12 legszebb magyar vers 3. Szondi két apródja, szerk. FŰZFA Balázs, Savaria University Press, Szombathely, 2009., 335-342.o.

KUBINGER-PILLMANN JUDIT: Az előzetes tudás szerepe az Esti kérdés tanításában = A 12 legszebb magyar vers 4. Esti kérdés, szerk. FŰZFA BALÁZS, Savaria University Press, Szombathely, 2009., 444-448.o.

Külföldi konferencia konferenciakötetében megjelenő magyar nyelvű tanulmány

KUBINGER-PILLMANN JUDIT, A diákok előzetes tudásának szerepe a posztmodern lírai alkotások tanításakor, Selye János Egyetem, Komárno, 2009. (Selye János Egyetem I.

Nemzetközi Tudományos Konferencia „Oktatás – Tudomány – Társadalom“ című konferenciához kapcsolódóan).

9. List of lectures of the author on the topic

2010. október 8. Kaposvár I. Kárpát-medencei Nemzetközi Módszertani Konferencia, Az előadásom címe: A középiskolás diákok irodalmi előzetes tudásának szerepe a posztmodern lírai alkotások tanításakor.

2010. június 20. Csönge, III. WEÖRES SÁNDOR-OLVASÓTÁBOR során előadás tartása Csak magolással nem megy! Miért van szükség az előzetes tudásra a kétszintű magyar nyelv és irodalom érettségin? címmel.

2009. szeptember 7-8. Die Rolle von Vorkenntnissen der Schülerinnen beim Unterrichten postmoderner Lyrik (A konferencia helye, címe: Komárno, Selye János Egyetem, SJE Konferenciaközpont, 2009. szeptember 7-8., I. Nemzetközi Tudományos Konferencia

„Oktatás – Tudomány – Társadalom“) – német nyelvű előadás

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2009. június 20. Csönge, II. WEÖRES SÁNDOR-OLVASÓTÁBOR során előadás tartása Segít a táj? A táj mint „előzetes tudás” szerepe Kovács András Ferenc parafrázisaiban címmel.

2009. május 29. Die Rolle von Vorkenntnissen der Schülerinnen beim Unterrichten postmoderner Lyrik címen német nyelvű előadás tartása a 2^nd International Conference for Theory and Practice in Education, Teaching and Learning című konferencián, Budapesten a Pethő Intézetben.

2009. április 29. A tanárképzés napja – II. veszprémi konferencia, Veszprém, Magyarország – előadás tartása Az előzetes tudás szerepe a posztmodern lírai alkotások befogadásában címmel.

2009. április 26. Babits Mihály Esti kérdés konferencia, Esztergom, Magyarország (a 12 legszebb vers sorozat része) – az Árpád Gimnázium 4 tizenkettedikes diákjával mikrotanítás tartása Az előzetes tudás szerepe az Esti kérdés tanításában címmel.

2009. február 6. II. TANÍ-TANI Konferencia, Miskolc, Magyarország – előadás tartása A pedagógusjelöltek előzetes tudásának feltárása projektekben címmel.

2008. szeptember 25. Multimédia az oktatásban konferencia, Zsigmond Király Főiskola, Budapest, Magyarország – poszter bemutatása A multimédia szerepe a tanulók előzetes tudásának felelevenítésében az irodalom tanítása során címmel.

2008. április 23. A Pannon Egyetem Tanárképző Központja által szervezett, A tanárképzés napja– I.veszprémi konferencia című konferencián előadás tartása Az előzetes tudás szerepe az irodalmi művek befogadásában címmel.

2007. szeptember 28-29. Debrecenben az V. Kiss Árpád Emlékkonferencián előadás tartása Az előzetes tudás és az elváráshorizont szerepe az irodalmi művek befogadásában címmel az Iskola és hermeneutika szekcióban.

2006. április A „Kompetencia-alapú oktatás Heves megyében” című konferencián előadás tartása „Az előzetes tudás felmérése és elismerése” címmel

The role of pre-knowledge in teaching literature: The role of secondary