Abstract
This qualitative case study explored how pre-service teachers responded to social justice-themed picture book read-alouds in an undergraduate literacy course. Data were collected from personal observations, semi-structured focus group interviews, and student work, and were analyzed using inductive analysis. Findings indicate how reading multicultural literature aloud plays an important role in post-secondary students’ content understanding and preparation for a career in teaching. This case study may inspire teacher educators to incorporate multicultural read-alouds into higher education coursework.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended Citation
Hoppe, Kayln
(2022)
"Engaging Pre-Service Teachers in Interactive Social Justice-Themed Read-Alouds,"
Educational Considerations:
Vol. 48:
No.
1.
https://doi.org/10.4148/0146-9282.2322
Included in
Curriculum and Instruction Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons
