Tomorrow’s Teachers Engaging in Unprotected Text
Abstract
This study combines data from transcribed book discussions, interviews, and student writings to illustrate one preservice teacher’s transformative journey while studying children’s literature.
Reference
Voelker, A. N. (2013). Tomorrow's Teachers Engaging in Unprotected Text. Journal of Children's Literature, 39(2), 23.
Journal
Journal of Children’s Literature
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
- Grounded theory
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Children's Literature Course
Preservice Participants
Preservice Sample Size
30
Duration of Data Collection
Data Sources
- Focus group discussions
- Interviews
- Questionnaires
- Reading Responses
- reflections
- simulation
Data Analysis Tools
- coding (emergent categories)
Researcher Positionality
- Inside (preservice/inservice teacher studying their own practice)
Research Questions
What changes, if any, occur in preservice teacher's beliefs about selecting books for children as a result of participating in an apprentice model framed by a childless lens and prudent decision making?
Is this research question explicit from the manuscript? Yes
To what extent does the apprentice model (childless lens and prudent decision making) enhance preservice teacher's self-efficacy in the book selection process.
Is this research question explicit from the manuscript? Yes