Negotiating Different Conceptions about Reading and Teaching Literature in a Preservice Literature Class

Jane Agee

doi:10.58680/rte19983913

Research in the Teaching of English Aug 1998

Negotiating Different Conceptions about Reading and Teaching Literature in a Preservice Literature Class

Jane Agee University at Albany, State University of New York

Abstract

Investigates how students and professor negotiated different ideas about teaching and reading in a preservice course on teaching secondary school literature. Finds that students’ acceptance or rejection of unfamiliar ideas was closely tied to three major factors: prior experiences with literature, ideas about culturally sanctioned conceptions of the teacher’s role; and the stance and approaches of the professor.

Journal: Research in the Teaching of English
Published: 1998-08-01
DOI: 10.58680/rte19983913
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Open Access: Closed
Topics: teacher development
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Negotiating Different Conceptions about Reading and Teaching Literature in a Preservice Literature Class

Abstract

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