Inviting Teacher Candidates into Book Talks: Supporting a Culture of Lifelong Reading

Autor/inn/en	Bixler, Janine; Smith, Sally; Henderson, Susan
Titel	Inviting Teacher Candidates into Book Talks: Supporting a Culture of Lifelong Reading
Quelle	In: Reading Horizons, 52 (2013) 3, S.233-254, Artikel 3 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0502
Schlagwörter	Reading; Reading Instruction; Recreational Reading; Preservice Teachers; Books; Reading Interests; Reading Habits; Teaching Methods; Literacy; Literacy Education; Early Childhood Education; Childrens Literature; Reading Aloud to Others; Higher Education; Teacher Education Programs; Teacher Educators; Common Core State Standards; Teacher Role; Qualitative Research + Suchen Sie Ihr Suchwort? Leseprozess; Lesen; Leseunterricht; Häusliche Lektüre; Book; Buch; Monographie; Monografie; Leseinteresse; Reading habit; Lesegewohnheit; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; 'Children''s literature'; Kinderliteratur; Hochschulbildung; Hochschulsystem; Hochschulwesen; Teacher education; Lehrerausbildung; Lehrerbildung; Common core curriculum; Curriculum; Kerncurriculum; Lehrerrolle; Qualitative Forschung
Abstract	This article describes our collaborative inquiry, three teacher educators/researchers of literacy from different institutions who shared a concern about how few teacher candidates in our programs neither viewed themselves as readers nor possessed a love of reading, qualities we view as key to supporting all children as lifelong readers, writers, and communicators. In this paper, we share how we took action and studied the use of book talks in our programs to support a culture of lifelong reading among our teacher candidates and to offer possibilities for candidates' future teaching experiences. The study took place over two years. In phase one, we studied groups of our candidates from our literacy language arts methods courses as they engaged in book talks. In phase two, we followed-up with nine of the participating candidates, three in each institution, during student teaching or their first year of teaching to explore how the book talk experience influenced their early teaching efforts. Findings show that book talks and the culture created in reading for pleasure and purpose made a positive impression on the way candidates viewed what it means to be a reader and their role as future teachers of literacy. In addition, we found many challenges that impeded candidates' efforts to act on their visions of using book talks and developing independent readers in their classrooms. (As Provided).
Anmerkungen	Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site: http://scholarworks.wmich.edu/reading_horizons/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01