Learning from preservice teachers' responses to trans-themed young adult literature: improving personal practice in teacher education
Learning from preservice teachers' responses to trans-themed young adult literature: improving personal practice in teacher education
复制标题
DOI：
10.1080/01596306.2015.1084105
复制
发表时间：
2016-12-01
影响因子：
1.7
通讯作者：
Parsons, Linda T.
中科院分区：
文献类型：
--
作者：
Parsons, Linda T.
在我的个人实践和现有研究中的紧张和矛盾促使本文研究职前教师对跨主题青年文学的反应。我采用了自学的方法来确定和解决我在青少年文学课程中包括跨主题文学的实践中的缺陷。通过归纳分析，我发现我的学生发表了与文学、社会文化和个人主题有关的陈述。接下来，我考虑了主题内和主题之间的数据，以反思我的个人实践。学生们的反应表明，我可以通过(1)指导他们使用特定的批评理论和分析，以及(2)包括关于变性人经历的多篇课文来改进我的教学实践。我提出并困扰这些实践，并考虑它们以何种方式证实或抵触他人关于良好教学实践的研究。
Tensions and contradictions in my personal practice and in the extant research prompted this study of preservice teachers' responses to trans-themed young adult literature. I adopted a self-study methodology to identify and address the shortcomings in my practice of including trans-themed literature in a Literature for Adolescents course. Through inductive analysis, I discovered that my students made statements related to literary, sociocultural, and personal themes. Next, I considered the data within and across themes to reflect on my personal practice. The students' responses suggest that I could improve my teaching practice by (1) guiding them to employ specific critical theories and analysis and (2) including multiple texts about the transgender experience. I propose and trouble these practices and consider the ways they confirm or contradict others' research regarding good teaching practices.