Interdisciplinary Approaches to Reading Engagement: Outcomes of Preservice Teachers' Encounters With "Possible Selves" in Literature

• In Event: AERA Roundtable Session Thursday 1:45 pm Four Seasons Ballroom 4
  In Roundtable Session: Teachers' Attention to Inquiry, Healing, and Possible Selves in English and Social Studies Classroom Contexts (Table 9)

Abstract

The study examined how Storyworld Possible Selves (SPS) theory impacts pre-service teachers' (PSTs) attitudes toward reading. The rationale was to understand how engagement with narratives about teachers could transform reading attitudes and teaching practices. Twenty-three PSTs from an undergraduate program participated, categorized by initial reading attitudes. Over five weeks, they read teacher-centered literature, wrote reflections, and engaged in discussions. Data included surveys, reflections, and drawings. Analysis involved comparing pre- and post-study surveys and examining reflective responses for transformative engagement. Results showed significant attitude shifts: eleven of twelve lukewarm or reluctant readers reported newfound reading enjoyment. Participants' reflections indicated deeper engagement, blending personal experiences with narrative characters, suggesting positive impacts on their future teaching practices.

Author

• Shannon Tovey, Kennesaw State University