Preservice teachers ponder the power of poetry
Abstract
Abstract Research confirms benefits of using poetry in the classroom (i.e. Kane & Rule, 2004; Sekeres & Gregg, 2007). However, preservice teachers often lack confidence with poetry (Wade & Sidaway, 1990) and are therefore reluctant to teach it (Hughes & Dymoke, 2011). This mixed methods study examined the effects of a poetry intervention with thirty-three undergraduate preservice teachers. Participants were introduced to various types of poetry and asked to summarize their learning about course content through writing an original poem following the newly presented format. Based on theories of constructivism, the activities were designed to be authentic and active. An analysis of pre- and post-surveys and anecdotal notes revealed an increase in participants’ knowledge, confidence, and appreciation of poetry. Implications about active learning and innovative teaching techniques for teacher educators are discussed.
Reference
Ciminelli, M. R. (2014). Preservice Teachers Ponder the Power of Poetry. In L. Haling & R. Seglem (Eds.), Yearbook of the American Reading Forum (Vol. 34, pp. 1–13). American Reading Forum.
Journal
Yearbook of the American Reading Forum
Analysis
Is this article part of a larger project or series of studies?
unclear
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
- Undergraduates (liberal arts college program)
Preservice Sample Size
33
Duration of Data Collection
Data Sources
- anecdotal observations of PTs in class
- Survey
- written reflections/class papers
Data Analysis Tools
- coding (non-specific)
- t-test
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
Is this research question explicit from the manuscript? No