What are Teacher Educators' perceptions of the use of high-quality children's literature in elementary preservice preparation and assignments?

• In Event: Roundtable Session VI
  In Roundtable Session: Advocacy, Agency and Self-Efficacy in Teacher Education

Abstract

This research surveyed literacy teacher educators on their use of high-quality children's literature with pre-service teachers in literacy methods courses. The analysis focuses on qualitative responses to an open-ended survey question about beliefs, challenges, and hopes for high-quality children's literature in teacher education. Results show teacher educators struggle with institutional mandates, emphasize fostering reader identities and a love for reading, and aim to prepare pre-service teachers as advocates for high-quality children's literature.

Authors

• Catherine M Kelly, Concordia University St. Paul

• Sarah D. Reid, Illinois State University

• Chelsey M Bahlmann Bollinger, JMU

• Ann Van Wig, Eastern Washington University

• Stephanie M Lemley, Mississippi State University

• Linda Smetana, CSU East Bay

• Wendy Gardiner, Pacific Lutheran University

• Marjorie W. Rowe, East Carolina University

• Roya Qualls Scales, Western Carolina University

• W. David Scales, Western Carolina University

• Shuling Yang, University of Maryland, Baltimore County