“When Can We Make Paper Cranes?”: Examining Pre-Service Teachers’ Resistance to Critical Readings of Historical Fiction

Laura Apol, Aki Sakuma, Tracy M. Reynolds, Sheri K. Rop

研究成果: Article査読

7 被引用数 (Scopus)

抄録

There has been much recent scholarship on the importance of engaging students of all ages in the critical readings of texts. This study explores a group of pre-service teachers’ responses to a set of experiences designed to encourage them to respond critically to several picture book versions of the American-Japanese conflict in World War II, focusing particular attention on Sadako by Eleanor Coerr (1993). Although a presentation by a visiting scholar from Japan highlighted the “constructedness” of the Sadako myth and outlined the historical and cultural inaccuracies of Coerr's telling of the story, the pre-service teachers in the study chose to believe the truth of the story and based their choices about teaching this literature to children on their pre-existing assumptions. The study examines reasons the pre-service teachers may have responded as they did and challenges teacher educators to develop more effective methods to support pre-service teachers as they select literature and develop their own pedagogical strategies to promote thoughtful critical conversations.

本文言語English
ページ(範囲)429-464
ページ数36
ジャーナルJournal of Literacy Research
34
4
DOI
出版ステータスPublished - 2002 12
外部発表はい

ASJC Scopus subject areas

  • 教育
  • 言語および言語学
  • 言語学および言語

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