Preservice teachers' perceptions of themselves as learners, readers, and teachers in a children's literature classroom

Abstract

Preservice teachers' perceptions of their learning, reading, and teaching in an experientially designed course, Children's Literature in the Classroom, is the focus of this study. Qualitative methods included data sources such as initial student surveys, written early literacy memories, audiotaped and transcribed discussions of children's and adolescent literature, mid-term and final self-evaluations, audiotaped and transcribed exit interviews, and various written artifacts created throughout the semester. Several levels of data analysis were used to discover answers to the following questions: What do preservice teachers view as the purpose of this course for themselves personally and professionally? What role do they see literature playing in learning, reading, and teaching? What class experiences were most significant to students? What are preservice teachers' perceptions of themselves and children as learners, readers, and teachers? Each question was extended by also examining the new understandings that were constructed during the many transactions within the semester. The findings of the study emphasized the positive learning experiences within the constructivist framework of this course. Concerning the purpose of the course and children's literature, class members gained a knowledge base in children's literature and an understanding through experience of the purpose and implementation of literature in the classroom. The most significant course aspect was stated as literature discussion groups. Reasons given for this included the personal experiences shared, the various understandings of literature through diverse responses, and the meaning making about text and life that transpired. As learners, preservice teachers developed a greater understanding of the complexities of learning as well as professional knowledge about literature and its use. As readers, they discovered new insights into the reading process, and for many a renewed love of reading emerged. As teachers, they constructed new attitudes and beliefs about teaching in addition to resources and professional preparation gained from the course. Three case studies showed how class members who had very different perceptions of how they best learned were all supported in their construction of knowledge within the class.