Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

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Author(s): Melissa Landa (Montgomery County Public Schools, USA)and Erin Hogan Rapp (University of Texas, Austin, USA)
Copyright: 2021
Pages: 22
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.ch023

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

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Abstract

This chapter presents the results from a collective case study of 23 undergraduate preservice teachers enrolled in a Children's Literature course at a large Mid-Atlantic university. It explores how course instruction in and around high-quality, culturally diverse children's literature facilitated both displays of culturally competent dispositions and cultural knowledge of self and others. The chapter also describes how the preservice teachers under study applied their culturally competent dispositions as they rehearsed selecting texts, planning activities, and asking questions to their future students. The Cultural Competence for Teaching Framework provided a useful metric to evaluate participants' displays of cultural competence across the course of the semester. Within this chapter, the authors describe how they embedded cultural competence education inside the course including a description of the activities, texts, and pedagogy used.

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Using the Children's Literature Course to Promote Teacher Candidates' Cultural Competence

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