Inside view: A look at literature circles from the preservice teacher’s perspective
Abstract
This qualitative study investigated preservice students’ attitudes and beliefs regarding the use of literature circles as an instructional strategy, the transfer of the strategy from the college classroom to the field, and the impact of prior instruction on their attitudes and beliefs. Twenty-nine preservice teachers participated in the study during their methods literacy course in the fall of 2013. Data revealed a strong positive correlation between how the preservice teachers were instructed in elementary school and what they believed was good instruction. Additionally, preservice teachers experienced posi- tive changes in both their attitudes and their beliefs towards the use of literature circles when they engaged in active participation with this instructional strategy.
Reference
Butaud, G. & Raymond, R. (2014). Inside view: A look at literature circles from the preservice teacher’s perspective. In S. Vasinda, S. Szabo, & R. Johnson (Eds.), 37th Yearbook of the Association of Literacy Educators and Researchers (pp. 239-259). Louisville, KY: ALER.
Journal
Yearbook of the College Reading Association
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
- Bilingual Endorsement
- early childhood
- Special Education
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
29
Duration of Data Collection
Data Sources
- Reflective journals
- Survey
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
1. What were the elementary education preservice teachers’ attitudes and beliefs about the use of literature circles as part of teaching a balanced literacy program before participating in a literature circle with their reading course work? (p. 243)
Is this research question explicit from the manuscript? Yes
2. What were the elementary education preservice teachers’ attitudes and beliefs about the use of literature circles as part of teaching a balanced literacy program after participating in a literature circle with their reading course work? (p. 243)
Is this research question explicit from the manuscript? Yes
3. How did the use of literature circles in a literacy methods class inform elementary preservice teachers’ reading attitudes and practices as future teachers? (p. 243)
Is this research question explicit from the manuscript? Yes