Creating Praxis for Pre-Service Teachers: Developing Critical Consciousness Through Book Clubs

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Author(s): Allison Ivey (University of Oregon, USA)and Julie L. Begbie (University of Nevada, Reno, USA)
Copyright: 2021
Pages: 20
Source title: Handbook of Research on Teaching Diverse Youth Literature to Pre-Service Professionals
Source Author(s)/Editor(s): Danielle E. Hartsfield (University of North Georgia, USA)
DOI: 10.4018/978-1-7998-7375-4.ch017

Keywords: Education / Information Science Reference / K-12 Education / Teacher Education

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Abstract

This chapter introduces a storied learning model to create opportunities for praxis within teacher education courses in order to humanize student experiences through book clubs. As many argue that people perceive the world in narrative form, embedding book clubs within methods courses creates opportunities for pre-service teachers to explore and reflect upon unfamiliar experiences, identities, and stories in order to cultivate their critical consciousness. Building off of Bishop's metaphor of mirrors, windows, and sliding glass doors, as well as existing literature that discusses the use of book clubs in pre-service teacher methods courses, two case studies are offered highlighting theoretical and practical ways for book clubs to be embedded within methods courses. Case studies are followed by a framework for implementation that considers research in both critical pedagogy and reading comprehension.

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Creating Praxis for Pre-Service Teachers: Developing Critical Consciousness Through Book Clubs

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