What are you reading in book groups? Developing reading lives in teacher candidates

Abstract

This study investigated changing attitudes toward reading among elementary and secondary teacher candidates participating in in-class book-group discussions in an introductory language and literacy course taught by two instructors in a medium-sized state teacher education program. Qualitative methods focused on students' weekly self-reports over the semester of the study as well as teacher observations, focus-group discussions, and end-of-semester written reflections. The instructors found that students' attitudes and dispositions changed to varying degrees over time as they adopted both engaged reader and professional dispositions toward the importance of nurturing a reading life. For many, the book group was the most valuable part of their course experience. Some, however, were resistant.

Reference

Lassonde, C., Stearns, K., & Dengler, K. (2005). What are you reading in book groups? Developing reading lives in teacher candidates. Action in Teacher Education, 27 (2), 43. http://dx.doi.org/53. 10.1080/01626620.2005.1046338

Journal

Action in Teacher Education

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Qualitiative

Geographic Setting

United States

Institutional Context

University based

Certification Level

Elementary
Secondary

Programatic Focus

not stated

Research Location Context

Literacy methods course
University

Preservice Participants

Undergraduates (liberal arts college program)
Undergraduates (university based program)

Preservice Sample Size

185

Duration of Data Collection

Academic Semester

Data Sources

course materials
Focus group discussions
Focus group interviews
online discussions
reading journals
student reflections
Survey

Data Analysis Tools

coding (non-specific)
Qualitative Analysis

Researcher Positionality

inside (staying their own students)

Research Questions

We sought to explore how teacher candidates participating in book groups in an academic setting develop as readers and preprofessionals.
Is this research question explicit from the manuscript? Yes