Children's Literature, Culturally Responsive Teaching, and Teacher Identity: An Action Research Inquiry in Teacher Education

Autor/inn/en	Martin, Adrian D.; Spencer, Tamara
Titel	Children's Literature, Culturally Responsive Teaching, and Teacher Identity: An Action Research Inquiry in Teacher Education
Quelle	In: Action in Teacher Education, 42 (2020) 4, S.387-404 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Adrian D.) ORCID (Spencer, Tamara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2019.1710728
Schlagwörter	Childrens Literature; Culturally Relevant Education; Professional Identity; Action Research; Teacher Education; Graduate Students; Diversity; Consciousness Raising; Teaching Experience; Teacher Attitudes; Controversial Issues (Course Content); Course Organization; Instructional Materials + Suchen Sie Ihr Suchwort? 'Children''s literature'; Kinderliteratur; Projektforschung; Lehrerausbildung; Lehrerbildung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Bewusstseinsbildung; Lehrerverhalten; Controversial issues; Kontroverse; Course organisation; Kurskonzept; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	This paper reports on an action research inquiry that identified ways that a graduate course in multicultural children's literature contributed to teachers' meaning-making of such texts, their professional practices, and themselves as educators. Conceptually grounded in culturally responsive teaching and the construct of teacher identity, analysis of course artifacts, participant interviews and a focus group session revealed three emergent themes. First, teachers' participation in the course deepened insight on how former experiences with texts connected with beliefs about literature. Second, course structures and activities promoted understandings of self as a teacher who values diverse texts and culturally responsive practices. Third, the inclusion of controversial and challenged texts in P-12 classrooms was of professional concern. Recommendations for future research and teacher education are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01