Alyson Simpson - Routledge Research in Teacher Education: The Use of Children's Literature in Teaching : A Study of the Politics and Professionalism Within Teacher Education book MOBI, TXT, DOC
9780415712262 0415712262 Children s literature holds an important place in the hearts of many people. Images of books being read to young children conjure up positive connotations of enjoyment and fun. Yet in teacher education less and less time is being given to the important role that children s literature should play as children learn to read and the pressure of standardized testing is threatening to push creativity and engagement out of the curriculum. When teachers encourage and support children to read literature they are building habits that will last a lifetime. However, when the opposite happens and young children are taught to read through text extracts or books with restricted vocabulary but no inherent meaning or literary quality they will not learn that reading is a worthwhile activity, as their experience of it is not grounded in authentic literary texts. In this book Alyson Simpson brings together information from interviews, survey, document analysis and digital stories from Australia, Canada, the UK and the US to interrogate the role of children s literature in pre-service teacher education. It examines how politics, professionalism and program structures in teacher education impact on the learning of pre-service teachers and calls for more flexible learning opportunities to encourage the kinds of critical thinking and creative adaptability that 21st century citizens need to deal with life. Throughout the book Simpson presents research arguing that reading and responding critically to literary texts actually leads to better educational outcomes than basic decoding and low level comprehension training. This book will therefore appeal to researchers, scholars and teacher educators who work in the area of pre-service primary teacher education.", The Use of Children's Literature in Teaching reveals the impact of politics, professional guidelines and restrictive measurements of literacy on the emerging identities of young teachers. It places renewed emphasis on the importance of creative teaching with children s literature for the empowerment of teacher agency to enhance the learning of their students. Framing the debate alongside the issue of teacher autonomy, Simpson describes results from a two-year study, which brings together information from interviews, surveys, document analysis and digital stories from Australia, Canada, the UK and the US to assess the role of children s literature in pre-service teacher education. Through cross-cultural comparison, this research captures the different levels of connection between politics, education systems, higher education and pre-service teachers. It exposes how politics, narrow views of professionalism and program structures in teacher education may adversely affect the development of pre-service teachers. This book presents a strong case that reading and responding critically to literary texts leads to better educational outcomes than basic decoding and low-level comprehension training. As such, this book will be of great interest to researchers and scholars working in the areas of teacher education and literacy and primary education. It should also be essential reading for teacher educators and policymakers. "
9780415712262 0415712262 Children s literature holds an important place in the hearts of many people. Images of books being read to young children conjure up positive connotations of enjoyment and fun. Yet in teacher education less and less time is being given to the important role that children s literature should play as children learn to read and the pressure of standardized testing is threatening to push creativity and engagement out of the curriculum. When teachers encourage and support children to read literature they are building habits that will last a lifetime. However, when the opposite happens and young children are taught to read through text extracts or books with restricted vocabulary but no inherent meaning or literary quality they will not learn that reading is a worthwhile activity, as their experience of it is not grounded in authentic literary texts. In this book Alyson Simpson brings together information from interviews, survey, document analysis and digital stories from Australia, Canada, the UK and the US to interrogate the role of children s literature in pre-service teacher education. It examines how politics, professionalism and program structures in teacher education impact on the learning of pre-service teachers and calls for more flexible learning opportunities to encourage the kinds of critical thinking and creative adaptability that 21st century citizens need to deal with life. Throughout the book Simpson presents research arguing that reading and responding critically to literary texts actually leads to better educational outcomes than basic decoding and low level comprehension training. This book will therefore appeal to researchers, scholars and teacher educators who work in the area of pre-service primary teacher education.", The Use of Children's Literature in Teaching reveals the impact of politics, professional guidelines and restrictive measurements of literacy on the emerging identities of young teachers. It places renewed emphasis on the importance of creative teaching with children s literature for the empowerment of teacher agency to enhance the learning of their students. Framing the debate alongside the issue of teacher autonomy, Simpson describes results from a two-year study, which brings together information from interviews, surveys, document analysis and digital stories from Australia, Canada, the UK and the US to assess the role of children s literature in pre-service teacher education. Through cross-cultural comparison, this research captures the different levels of connection between politics, education systems, higher education and pre-service teachers. It exposes how politics, narrow views of professionalism and program structures in teacher education may adversely affect the development of pre-service teachers. This book presents a strong case that reading and responding critically to literary texts leads to better educational outcomes than basic decoding and low-level comprehension training. As such, this book will be of great interest to researchers and scholars working in the areas of teacher education and literacy and primary education. It should also be essential reading for teacher educators and policymakers. "