A Reader Response Approach to Preservice Teacher Identity Development

• In Event: Roundtable Session 5
  In Roundtable Session: Investigations of Preservice Teacher Identity Development

Abstract

Considering the increasing diversity in schools today, an advocacy for change towards multi-dimensional and holistic teacher education programs becomes a necessary part of our professional practice. This includes exploring program possibilities where the personal backgrounds of pre-service teachers are embraced, and where the process of learning to teach becomes internally led and personally meaningful rather than externally imposed based on generic curriculum designs. In this study, we innovatively explored the use of a literary theory- Rosenblatt’s Reader Response Theory - as a conceptual and methodological tool in promoting pre-service teacher identity development within a teacher education program.

Authors

• Elizabeth Isidro, Texas Tech University

• Kathryn Button