Learning from experience: Preservice teachers’ perceptions of literature discussions.
Abstract
This study explored the development of preservice teachers' perceptual knowledge of literary responses. Forty elementary preservice teachers read books and conducted eight discussions with children in primary and elementary classrooms. The preservice teachers kept journals in which they reflected about what they learned from the experience. The overarching research question was: What do preservice teachers learn about literary responses from literature discussions? Journal reflections and written responses to two questionnaires were analyzed qualitatively using grounded theory methods (Bogdan & Biklen, 1992; Glaser & Strauss, 1967). Major themes of understanding that emerged included a focus on instructional practice, student response, grouping practices, intertextual connections, collaboration, reading and writing connections, cultural awareness, and factors of engagement. An overwhelming majority of preservice teachers' perceptions focused on the children's interactions and meaning constructions. Reflections revealed that they perceived reading and response to literature as a transactional experience of exploration and of personal involvement in the story world. One of the challenges mentioned by several was managing the abundance of talk. Nonetheless, the majority of preservice teachers felt that children benefited from the free and open discussion forum because it allowed for multiple responses that encouraged active meaning-making. All of the preservice teachers indicated that they would definitely hold literature discussions in the future.
Reference
Dugan, J. A. R. (1999). Learning from experience: Preservice teachers' perceptions of literature discussions. Yearbook of the College Reading Association, 21, 183-200.
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
- Midwestern USA
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- field-based methods course
Preservice Participants
- undergraduates in a Reading Methods course
Preservice Sample Size
40
Duration of Data Collection
Data Sources
- Reflective journals
- Survey
Data Analysis Tools
- grounded theory
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What do preservice teachers learn about literary response from literature discussions?
Is this research question explicit from the manuscript? Yes