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You Can Be the Hero of Your Own Story: Preservice Teachers and Quality Books Representing Diverse Identities and Experiences

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Bibliographic Details
Title: You Can Be the Hero of Your Own Story: Preservice Teachers and Quality Books Representing Diverse Identities and Experiences
Language: English
Authors: Melissa J. Marks, Jessica M. McCormick
Source: Pennsylvania Teacher Educator. 2024 23(1):47-55.
Availability: Pennsylvania Association of Colleges and Teacher Educators. c/o Jason Hilton, Slippery Rock University, 1 Morrow Way, Slippery Rock, PA 16057. Tel: 717-516-9983; Web site: https://www.pac-te.org/i4a/pages/index.cfm?pageid=3403
Peer Reviewed: Y
Page Count: 9
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Undergraduate Students, Books, Diversity, Knowledge Level, Student Attitudes, Consciousness Raising, Student Diversity, Cultural Pluralism, Elementary School Teachers, Social Attitudes, Attitude Change
ISSN: 1547-1047
2993-8872
Abstract: Using only monocultural books create problems of invisibility, ethnocentrism, and systemic privilege. For this study, undergraduate preservice teachers (PSTs) delved into books representing diverse identities and experiences over two subsequent semesters. Using surveys, reflections, and lesson plans, the knowledge, attitudes, and perspectives of PSTs changed as a result of the exposure and use within classroom assignments. PSTs responses indicated a stronger desire to include a broader range of books and to promote representation within the curriculum.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1444951
Database: ERIC
Description
Abstract:Using only monocultural books create problems of invisibility, ethnocentrism, and systemic privilege. For this study, undergraduate preservice teachers (PSTs) delved into books representing diverse identities and experiences over two subsequent semesters. Using surveys, reflections, and lesson plans, the knowledge, attitudes, and perspectives of PSTs changed as a result of the exposure and use within classroom assignments. PSTs responses indicated a stronger desire to include a broader range of books and to promote representation within the curriculum.
ISSN:1547-1047
2993-8872