How to Select Reading for Application of Pedagogical Bibliotherapy? Insights from Prospective Teachers' Identification Processes

Autor/inn/en	Lutovac, Sonja; Kaasila, Raimo
Titel	How to Select Reading for Application of Pedagogical Bibliotherapy? Insights from Prospective Teachers' Identification Processes
Quelle	In: Journal of Mathematics Teacher Education, 23 (2020) 5, S.483-498 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lutovac, Sonja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1386-4416
DOI	10.1007/s10857-019-09437-0
Schlagwörter	Bibliotherapy; Preservice Teachers; Reading Material Selection; Elementary Education; Mathematics Education; Relevance (Education); Professional Development; Story Reading; Case Method (Teaching Technique); Identification (Psychology) + Suchen Sie Ihr Suchwort? Bibliotherapie; Elementarunterricht; Mathematische Bildung; Relevance; Relevanz; Case method; Fallmethode
Abstract	There is compelling evidence on the effectiveness of bibliotherapy for facilitating one's development. Arguably, in teacher education, bibliotherapy has been shown to facilitate prospective teachers' professional development. However, teacher educators may experience difficulties in finding relevant reading to stimulate prospective teachers' identification process, which is essential if the application of pedagogical bibliotherapy is to be successful. This study is situated in a mathematics education course for prospective elementary school teachers and explores the features of relevant pedagogical reading via analysis of four prospective elementary school teachers' identification processes with two case descriptions. The identification here relates to the reading of the so-called true stories; prospective teachers read stories of other prospective teachers from the same teacher education context. We outline the recommendations for the selection of reading material when applying pedagogical bibliotherapy in order to assist prospective teachers' professional development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01