000			04115nam a22003017a 4500
003			ZW-GwMSU
005			20240730122818.0
008			240726b |||||||| |||| 00| 0 eng d
020			_a9780415712262 (hardcover)
020			_z9781315884158 (ebk)
040			_arda _bEnglish _cMSULIB _erda
050	0	0	_aLB1575 SIM
100	1		_aSimpson, Alyson, _eauthor.
245	1	4	_aThe use of children's literature in teaching : _ba study of the politics and professionalism within teacher education / _ccreated by Alyson Simpson.
264		1	_bRoutledge, _c2016.
300			_a177 pages : _billustrations ; _c24 cm
336			_atext _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	0		_aRoutledge research in teacher education.
504			_aIncludes bibliographical references (pages 156-172) and index.
505			_aCover; Half Title; Title Page; Copyright Page; Dedication Page; Contents; List of Illustrations; Foreword; Preface; Acknowledgements; Chapter 1: Asking the difficult questions; Introduction; The political context for teaching reading with children's literature; Initial teacher education as a context for teaching with children's literature; Approaches to teaching reading with children's literature; Twenty-first-century learning with children's literature: digital and dialogic; Children's literature; Narrative; Organization of the book; Chapter 2: research design: asking the right questions. Chapter 3: political and professional contexts and controlsChapter 4: analysis of initial teacher education programs; Chapter 5: conversations with ITE academics and children's literature specialists; Chapter 6: identity formation in ITE; Chapter 7: politics, professionalism and position statements; Chapter 2: Research design: asking the right questions; Introduction; Theoretical framework; Methodology and methods; Participants; The research sites; Program design; Data collection through document analysis. Data collection using the interview/questionnaire tool for academics and children's literature specialistsData collection using the survey tool with pre-service teachers; Data collection using the digital stories tool with pre-service teachers; The need for an analytical framework; Worked example: the email text; Conclusion; Chapter 3: Political and professional contexts and controls; Introduction; Discourses of accountability; Comparative professional standards and controls; United States; United Kingdom; Canada; Australia; Comparative approaches to the teaching of reading; Conclusion. Chapter 4: Analysis of initial teacher education programsIntroduction; Section 1: creating an analytical framework; Macro; Meso; Micro; Section 2: findings from documentary analysis; Commonalities and differences: macro; Commonalities and differences: meso; Commonalities and differences: micro; Conclusion; Chapter 5: Conversations with initial teacher educators and children's literature specialists; Introduction; Answering the questions; Conclusion; Chapter 6: Identity formation in initial teacher education; Introduction; Part 1: digital story as a tool for personal reflection. Discursive and semiotic analysisThe digital data set; Multimodal layering: comparative findings; Synthesized commentary on macro, meso and micro influences in digital stories; Macro; Meso; Micro; In summary; Part 2: survey findings; Answering the questions; Survey summary; Conclusion; Chapter 7: Politics, professionalism and position statements; Introduction; Teacher professionalism and identity; Position statements; Proposition 1: agentive pedagogy leads to confident teaching; Agency; Proposition 2: creativity is an epistemological choice that prompts agency; Creativity
520			_aThe Use of Children's Literature in Teaching reveals the impact of politics, professional guidelines and restrictive measurements of literacy on the emerging identities of young teachers.
650		0	_aChildren's literature _xStudy and teaching.
650		0	_aTeachers _xTraining of.
650		0	_aEducation, Primary.
942			_2lcc _cB
999			_c166309 _d166309