Reading Social Issues Picture Books to Elementary School Children: An Examination of Preservice Teachers' Beliefs

• In Event: Roundtable Session 18
  In Roundtable Session: Communities of Praxis and Social Justice in Preservice Teacher Education

Abstract

This paper describes the results of a mixed-method study that was designed to identify and understand the perspectives of preservice teachers towards reading various children’s picture books with social justice themes in their future elementary education classrooms. Specifically, the study is designed to answer the following question: When do preservice teachers believe that reading social-issues picture books to intermediate grade elementary school students is appropriate? Data analysis revealed four unique perspectives in response to this question: 1. When the classroom includes children who are impacted by the social issue, 2. Anytime, as long as the social issue is not related to gender identity/sexual orientation, 3. Anytime, and 4. When it is appropriate for the particular context and children.

Authors

• Jennifer Conner-Zachocki, Indiana University - Purdue University at Columbus

• Sharon Daley, Indiana University - Bloomington

• Chelsea Cord, Indiana University, Columbus