Embedding Diverse Children's Literature Throughout a Teacher Preparation Program

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Author(s): Amy Tondreau (Austin Peay State University, USA)and Zachary T. Barnes (Austin Peay State University, USA)
Copyright: 2021
Pages: 24
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.ch025

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

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Abstract

This chapter explores the incorporation of diverse children's literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive reading identities for pre-service teachers, the authors focus on the process for implementing changes to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies, and special education methods courses are described, as is the creation of a college-wide book club. The goal of embedding children's literature in and across teacher preparation programs is for pre-service teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on the topics that these texts raise with their students, administrative team, and parents. In order to do this, teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and discussing diverse children's literature.

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