Preparing Middle Level Teachers through a Collaborative Documentary Novel Study

Autor/inn/en	Barker, Kim Stevens; Pettit, Stacie K.; Pace, Christi L.
Titel	Preparing Middle Level Teachers through a Collaborative Documentary Novel Study
Quelle	In: Middle School Journal, 52 (2021) 5, S.25-35 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barker, Kim Stevens) ORCID (Pettit, Stacie K.) ORCID (Pace, Christi L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0094-0771
DOI	10.1080/00940771.2021.1978789
Schlagwörter	Preservice Teachers; Experienced Teachers; Pedagogical Content Knowledge; Documentaries; Novels; Fiction; Story Telling; History; Childrens Literature; Adolescent Literature; Elementary School Teachers; Middle Schools; Middle School Students; Learning Experience; Justice; Content Area Reading; Literary Genres + Suchen Sie Ihr Suchwort? Pädagogische Kompetenz; Documentary film; Documentary films; Dokumentarfilm; Novel; Roman; Fiktion; Geschichte; Geschichtsdarstellung; 'Children''s literature'; Kinderliteratur; Adolescent; Adolescents; Literature; Jugend; Jugendalter; Jugendlicher; literatur; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Mittelschule; Mittelstufenschule; Middle schools; Student; Students; Schüler; Schülerin; Lernerfahrung; Gerechtigkeit; Sinnerfassendes Lesen; Literarische Form
Abstract	This article describes how preservice teachers (and one inservice teacher) gained content knowledge and pedagogical skills through reading a documentary novel, a genre that combines fictional storytelling with historical primary sources. Preservice teachers read the novel as a required text in a site-based undergraduate course focused on children's and young adult literature, while an inservice teacher conducted a novel study with her fifth-grade class using the same text. Analysis of course documents, observation notes, and individual and focus group interview transcripts highlighted layers of learning for inservice and preservice teachers and their young adolescent students that supported curriculum and instruction characteristics of successful middle school classrooms. Findings revealed that incorporating a documentary novel study in preservice teacher coursework resulted in increased content knowledge and pedagogical skills necessary for engaging middle level students in learning experiences around integrative and challenging texts. Furthermore, purposeful instruction around a documentary novel featuring highly relatable adolescent characters and a plot that integrated world and everyday life events fostered deep thinking and connections for middle grades students around themes of justice within the context of family, friends, and school and in the shadow of a major political crisis. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01