Pre-service teachers’ reading trajectories

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Pre-service teachers’ reading trajectories

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Publication Conference other
Title Pre-service teachers’ reading trajectories
Author Svensson, Anna-Karin
Date 2017
English abstract
The present work is an in-depth study of four pre-service teachers own experience of reading in different contexts and for different reasons. The aim is to analyze what the students express as significant on reading in a life history perspective by the use of narratives. The following questions were asked: • What aspects are expressed as significant in the students’ narratives in a life perspective, from early reading to the encounter with reading in teacher education? • What aspects are expressed as significant in the narratives of the students’ reading during their reading in teacher education? Initial pre-service students’ narratives are analyzed in this study. A social-cultural perspective on reading is used in the narrative analysis. The analysis resulted in a description of the students’ reading trajectories. As an over- arching result, the students’ narratives revealed that reading is a relational process regardless of context and stage of life. In every context in a life perspective reading occurs with significant others. Significant others seems important in every literacy context from new readers in primary school to pre-service teachers’ reading in teacher education.
Conference
The European Association for Research on Learning and Instruction EARLI (30 aug.-1 sept. 2017 : Tammersfors Finland)
Language eng (iso)
Subject narratives
pre-service teachers
reading contexts
reading trajectories
significant others
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/28006 Permalink to this page
Link https://www.earli.org/earli-2017... (external link to related web page)
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