ERIC Number: ED337770
Record Type: RIE
Publication Date: 1990-Dec
Expanding Literacy by the Use of Imaginative Literature in the Teacher Education Classroom.
Eanet, Marilyn G.
A teacher educator wanted to help teacher education students examine and get beyond the years of modeling and conditioning in the less productive aspects of traditional teaching practice. Based on her personal experiences with literature, and convinced of the power of imaginative literature to be a positive influence in teacher education, she selected several readings to use with an elementary reading methods course and with a secondary methods course that combined content reading with an introduction to basic teaching skills. Students were asked to read the selections and write personal responses in their journals. Quotations from students' journals indicated that reading imaginative literature stimulated reflection about teaching and learning. Students reflected on their past experiences in school and how they might behave in their own classrooms in the future. Short anonymous reactions to the extra readings, written by students at the end of the term, were unanimously positive. Integrating imaginative literature about school, teaching, and learning allows teacher educators to demonstrate the value of literature, encourages students to pursue the reading of literature as a relevant and enjoyable activity, and places imaginative literature as an integral part of the learning experience of future teachers. (RS)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Reading Forum (11th, Sarasota, FL, December 12-15, 1990).