An interpretive inquiry into using adolescent literature to inform pre-service teachers about middle grades students

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Suzanne M. Degni (Creator)
Institution
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Advisor
David B. Strahan

Abstract: The purpose of this study was to investigate preservice teachers' perceptions of young adolescent development during the literature component of teacher education by examining the following dimensions: (a) How do students preparing to be middle level teachers perceive young adolescent development? (b) What are the themes, patterns, and unique differences in the perceptions of these pre-service teachers at the beginning of a unit on contemporary realistic fiction? (c) How do they express their perceptions differently as they read contemporary realistic fiction? (d) How do they express their perceptions differently after their experience with contemporary realistic fiction? Data were obtained from 12 pre-service teachers through interviews, journals, and essays. Data were examined to reveal pre-service teachers' perceptions of young adolescent development with the investigator looking for recurring themes, patterns, and unique differences. All three data sources were used to gain insight into participant perceptions.

Additional Information

Publication
Dissertation
Language: English
Date: 1989
Subjects
Student teachers $x Attitudes
Adolescence in literature
Youth in literature

Email this document to