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Picturebooks in teacher education: Eight teacher educators share their practice

Abstract
There is a great deal of contemporary research demonstrating the effective use of picturebooks in the classroom; however, there are few studies recording perceptions and use of picturebooks in Initial Teacher Education [ITE]. This study explores the reported use of picturebooks within a New Zealand university-based ITE degree programme. The data discussed in this article was collected using semi structured interviews with eight teacher educators from different learning areas of the New Zealand Curriculum. In order to unpack the power of using picturebooks as part of teacher preparation a discussion of why and how picturebooks are used by teacher educators is presented. These themes include modeling pedagogy for future teachers; dealing with negative attitudes to certain curriculum areas; plugging gaps in pre-service teacher knowledge among others.
Type
Journal Article
Type of thesis
Series
Citation
Daly, N., & Blakeney-Williams, M. (2015). Picturebooks in teacher education: Eight teacher educators share their practice. Australian Journal of Teacher Education, 40(3), 89–101.
Date
2015
Publisher
Social Science Press
Degree
Supervisors
Rights
This article is published in the Australian Journal of Teacher Education. Used with permission.