How to select reading for application of pedagogical bibliotherapy? : insights from prospective teachers’ identification processes
Lutovac, Sonja; Kaasila, Raimo (2019-05-24)
Lutovac, S. & Kaasila, R. J Math Teacher Educ (2019). https://doi.org/10.1007/s10857-019-09437-0
© The Author(s) 2019. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.
https://creativecommons.org/licenses/by/4.0/
https://urn.fi/URN:NBN:fi-fe2019061019694
Tiivistelmä
Abstract
There is compelling evidence on the effectiveness of bibliotherapy for facilitating one’s development. Arguably, in teacher education, bibliotherapy has been shown to facilitate prospective teachers’ professional development. However, teacher educators may experience difficulties in finding relevant reading to stimulate prospective teachers’ identification process, which is essential if the application of pedagogical bibliotherapy is to be successful. This study is situated in a mathematics education course for prospective elementary school teachers and explores the features of relevant pedagogical reading via analysis of four prospective elementary school teachers’ identification processes with two case descriptions. The identification here relates to the reading of the so-called true stories; prospective teachers read stories of other prospective teachers from the same teacher education context. We outline the recommendations for the selection of reading material when applying pedagogical bibliotherapy in order to assist prospective teachers’ professional development.
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