CHAPTER 4: No Less "Real" in My Mind
Management, medical educators, and researchers have long identified reading fiction as a particularly useful tool in promoting self-reflection and crearing a broadened professional outlook among their preservice reachers. In contrast, the research in teacher educarion has rarely examined the role fi...
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| Published in: | Action in teacher education Vol. 32; no. 5-6; pp. 69 - 87 |
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| Main Authors: | , |
| Format: | Journal Article |
| Language: | English |
| Published: |
Taylor & Francis Group
31-12-2010
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| Online Access: | Get full text |
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| Summary: | Management, medical educators, and researchers have long identified reading fiction as a particularly useful tool in promoting self-reflection and crearing a broadened professional outlook among their preservice reachers. In contrast, the research in teacher educarion has rarely examined the role fiction can play in developing new teachers. The research reported here invited fifty-one undergraduates enrolled in an Introduction to Teaching course to read five varied fictional works of literature on teachers or teaching. The qualitative results suggest that this innovative curriculum of fictional works helps preservice teachers understand the conflict between a teacher's personal and professional lives, the complexity of teaching, and the importance of teacher-student relationships, among other compelling themes. |
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| ISSN: | 0162-6620 2158-6098 |
| DOI: | 10.1080/01626620.2011.10519473 |