“My Fish Died and I Flushed Him Down the Toilet”: Children Disrupt Preservice Teachers’ Understandings of “Appropriate” Picture Books for Young Children
Abstract
Although the literature on picture books is extensive, very little work focuses on how they are integrated into teacher education curricula. We contend that effective use of these resources requires an understanding of the relationship between preservice teachers’ conceptions of children and of picture books. Second-year South African undergraduate preservice teachers were asked to review 12 picture books of their own choosing, discuss some of these books with children, and write reflections on what they learnt from the children’s responses. Two hundred and thirty picture-book reviews and 62 reflections were analyzed. The data show that preservice teachers’ criteria for choosing books were disrupted by children’s views. We conclude by considering our own assumptions about our students and the implications for teacher education curriculum design.
Reference
Dixon, K., & Janks, H. (2018). "My fish died and I flushed him down the toilet”: Children disrupt preservice teachers’ understandings of “appropriate” picture books for young children. Literacy Research: Theory, Method, and Practice, 67, 343-359.
Journal
Literacy Research: Theory, Method, and Practice
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
Programatic Focus
Research Location Context
Preservice Participants
- 4 year primary education degree
Preservice Sample Size
62
Duration of Data Collection
Data Sources
Data Analysis Tools
- Content analysis
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
Do children’s responses to picture books disrupt students’ preconceived beliefs about children and books and if so, in what ways?
Is this research question explicit from the manuscript? Yes
2. What do teacher education courses need to include so that students are able to choose and use picture books effectively with children?
Is this research question explicit from the manuscript? Yes