S In this yearlong study, the authors analyze the effects of using carefully assisted case studies to prepare preservice teachers to be more knowledgeable and skilled in supporting children's response to literature. As a part of a class assignment for an undergraduate course in children's literature, 43 preservice teachers read to and kept careful field notes on individually selected children. Drawing upon their field notes and final papers as well as the course lecture notes, handouts, activities, and assigned readings, our analysis reveals intriguing patterns that mark shifts in the preservice teachers' perspectives on literary response. The teachers began the study with relatively low expectations. In their initial, comprehension‐based view of response, they privileged the text over their case study child. Over the course of the study, however, the teachers moved towards a vision of literary response that highlights interpretation over comprehension. Their broadened expectations emphasized the affective, personal, and social nature of literary discussion which privileges intertextual connections between the text on the page and the texts of readers' lives. Here we argue for a side‐by‐side model of children's literature instruction—with the university course on one side and the case‐study children on the other—moving from the more distanced study of children in articles and books to the here and now of working with real children who will comment on, challenge, question, and/or silently resist preservice teachers' efforts to engage them in literature. Thus, a university course infusion of new research ideas with multiple, though distanced, examples must be balanced with authentic, literary interaction with children, if we expect to see preservice teachers shift from limited, comprehension‐based expectations to broader interpretive possibilities for literary engagement. ESTE estudio anual, los autores analizan los efectos del uso de estudios de caso cuidadosamente controlados, para promover en los docentes en formación conocimientos y habilidades de apoyo a las respuestas de los niños a la literatura. Como parte de una actividad de clase en un curso de grado sobre literatura infantil, 43 docentes en formación leyeron textos a niños seleccionados individualmente y elaboraron notas de campo. A partir de sus registros y trabajos finales, así como de las notas de clase, los impresos, las actividades y las lecturas asignadas, nuestro análisis revela patrones curiosos que señalan cambios en las perspectivas de los estudiantes sobre la respuesta literaria. Los docentes comenzaron el estudio con expectativas relativamente bajas. Al comienzo, desde una perspectiva de la respuesta basada en la comprensión, privilegiaron el texto sobre el niño. En el curso del estudio, sin embargo, los docentes adoptaron una visión de la respuesta literaria que coloca a la interIN pretación sobre la comprensión. El aumento de las expectativas promovió la naturaleza afectiva, personal y social de la discusión literaria que privilegia...
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