Reflexive Turn 4: Teaching Teachers to Teach Teachers Literature by Discovering One's True Self

• In Event: 60.083 - Roundtable Session 19
  In Roundtable Session: 60.083-3 - Self-Study in the Academy

Abstract

This self-study documents efforts to design and implement an introductory literature hybrid course for undergraduates. The data collected is intended to effectively prepare teachers of teachers how to teach literature for today’s challenges by focusing on the self to find one’s true identity. The perspective comes from Russell’s (1997) description of a series of turns in teaching, Rosenblatt’s (1978) theory that literary knowledge be construed not as a body of factual information but as “habits of discrimination and judgment”, and Palmer’s (1997) view that good literature teaching cannot be reduced to technique; it comes from the identity and integrity of the teacher. Data will be comprised from journal entries, field notes, student surveys, videotaped observations, and student work.

Author

• Julie Klein, University of Northern Iowa