ERIC Number: EJ1118332
Record Type: Journal
Publication Date: 2016
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0159-6306
EISSN: N/A
Learning from Preservice Teachers' Responses to Trans-Themed Young Adult Literature: Improving Personal Practice in Teacher Education
Parsons, Linda T.
Discourse: Studies in the Cultural Politics of Education, v37 n6 p933-947 2016
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.
Descriptors: Preservice Teachers, Student Attitudes, Adolescent Literature, Vignettes, Teaching Methods, Reading Material Selection, Homosexuality, Sexual Identity, Sexual Orientation, Novels, Reader Response, Social Attitudes, Consciousness Raising
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A