Embedding Diverse Children's Literature Throughout a Teacher Preparation Program; alt title: Embedding Children’s Literature in Teacher Preparation
Loading...
Collections
Author/Creator
Author/Creator ORCID
Date
2021
Type of Work
Department
Program
Citation of Original Publication
Tondreau, A. & Barnes, Z. (2021). Embedding Children’s Literature in Teacher Preparation. In Hartsfield (Ed.), Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals, (pp. 501-524). IGI Global. https://www.igi-global.com/book/handbook-research-teaching-diverse-youth/262923
Rights
Copyright © 2021, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited
Subjects
Abstract
This chapter explores the incorporation of diverse children’s literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive
reading identities for pre-service teachers, the authors focus on the process for implementing changes
to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically
readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies,
and special education methods courses are described, as is the creation of a college-wide book club. The
goal of embedding children’s literature in and across teacher preparation programs is for pre-service
teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on
the topics that these texts raise with their students, administrative team, and parents. In order to do this,
teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and
discussing diverse children’s literature.