Preparing Preservice Teachers to Be Agents of Social Justice: Examining the Effectiveness of Using Literature Circles in a Reading Methods Course

This study, rooted in the evaluation of a reading methods course, sought to determine the implications for preservice teachers (PSTs) who participated in literature circles that intentionally used multicultural literature to discuss social justice issues. Using an interpretative mixed-methods approa...

Full description

Saved in:
Bibliographic Details
Published inGrantee Submission Vol. 59; no. 1; pp. 283 - 298
Main Authors Davis, Cheron H, Bush, Krystal
Format Journal Article
LanguageEnglish
Published 2021
Subjects
Activism
Black Colleges
Cultural Awareness
Cultural Pluralism
Early Childhood Education
Elementary Education
Elementary Secondary Education
Group Activities
Group Discussion
Identification (Psychology)
Knowledge Level
Methods Courses
Minority Groups
Preservice Teacher Education
Preservice Teachers
Program Effectiveness
Reading Instruction
Reading Materials
Recreational Reading
Self Efficacy
Social Justice
Student Attitudes
Student Diversity
Textbook Content
Textbooks
Online AccessGet full text

Cover

More Information
Summary:This study, rooted in the evaluation of a reading methods course, sought to determine the implications for preservice teachers (PSTs) who participated in literature circles that intentionally used multicultural literature to discuss social justice issues. Using an interpretative mixed-methods approach, we collected quantitative surveys and conducted individual interviews to determine the participants' perception of the effects that the implementation method (literature circles) and the curriculum content (multicultural texts) had on their knowledge and professional efficacy. The findings of this study suggest that the course, with an embedded literature circle component, is an essential aspect of the broader teacher development program. Encouraging social activism, promoting recreational reading, and improving PSTs' ability to facilitate literary discussions around issues of social justice increases their confidence and personal efficacy. Further longitudinal research should be conducted to determine the direct effects this would have on their ability to create change agents in their future classrooms.