Pre-service teachers as engaged readers of children's literature: Is it fiction?

Groothengel, M.C. (2016) Pre-service teachers as engaged readers of children's literature: Is it fiction?

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Abstract:How can teacher training colleges influence pre-service teachers to become knowledgeable, reading and enthusiastic reading promoters? In this study characteristics of pre-service teachers that may influence the reading frequency of children’s literature, the reading attitude and the knowledge of children’s literature, were identified. A distinction was made between personal and environmental characteristics. For this study 347 pre-service teachers from a Dutch teacher training college participated in an online questionnaire. Results show that the pre-service teachers did not read children’s literature on a regular basis during their spare time. For reading attitude, more positive results were found. Very few students gave evidence of a negative reading attitude. Knowledge of children’s literature seems to concentrate on authors and titles that were popular in their own youth. Recent publications were underrepresented. Results of regression analyses indicate several positive associations between dependent and independent variables.The findings of this study have a number of important implications for future research and practice at teacher training colleges. These implications will be described in the discussion section.
Item Type:Essay (Master)
Clients:
Katholieke Pabo Zwolle, Zwolle, Nederland
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:18 languages and literature, 81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/70395
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