Perspectives of two ethnically different pre-service teacher populations

Donita Massengill Shaw, Jackie Boyd, Diane Corcoran Nielson

Abstract


The purpose of this study was to investigate pre-service teachers’ knowledge of folk literature in general and that of a selected country or culture in particular before and after studying it in a college children's literature course and completing an assignment. We specifically compared two sample populations: those of primarily European American descent at a research university and those of Native American ethnicity at an Inter-tribal Native American university to see if there were similarities or differences in their knowledge about and value of folk literature.  Participants from each university were selected to complete a pre-post questionnaire and a post-interview about what they learned about folk literature in general and a particular country or culture's stories as well.  Analysis of the data showed similarity between the two sample populations on their knowledge of folk literature and understanding of other countries/cultures. There were differences in their projected application of the learned information.  Implications for teacher educators are discussed.


Keywords


multicultural, children's literature, pre-service teachers

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