ORCID
Rina Bousalis, 0000-0002-7088-6340
Abstract
As teacher training programs continue seeking ways to prepare their preservice teachers to teach, many have turned to “how-to-teach” books written by veteran teachers, viewing them as a valuable source that could offer teacher candidates additional support. This study, which developed from the idea of creating a book club with instructors and members of a university’s future educators’ organization, used a qualitative textual analysis approach to explore concepts that emerged from how-to-teach books, how participants’ perceived those concepts, and how the books benefited participants. The study revealed that although authors’ perspectives often conflicted with participants’ beliefs, the authors’ engaging activities were effective in bridging the gap between theory and practice. The book sessions helped foster meaningful conversations and reflective practice for both preservice teachers and instructors.
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Higher Education Commons, Higher Education and Teaching Commons
