Qualitative and Quantitative Inquiry Into the Affective Domain of Preservice Teachers Enrolled in Children's Literature Courses (Paperback)

Elementary teachers are in the position of inspiring young children to become lifelong readers. Some preservice teachers' do not possess a positive affective domain of reading to fill the role of an inspiring reading model in young children's lives. In this sequential explanatory mixed methods investigation, I detected and described six preservice teachers' affective domains of reading within three children's literature courses. I also described how experiences in children's literature courses contributed to preservice teachers' affective domains of reading. Mixed data collection and analyses of six preservice teachers revealed three typologies of preservice teacher readers: Confident Established Readers, Apprehensive Prospective Readers, and Striving Isolated Readers. Qualitative data collection and analyses of three children's literature instructors and the contexts of three children's literature courses resulted in findings indicating the pervasiveness of preservice teachers' affective domains of reading in these courses, and five ways instructors should address preservice teachers' affective domain of reading in literacy teacher preparation: (a) investigate students' unique and complex affective domains of reading, (b) act as a reading model and form relationships with all students, (c) provide targeted text exposure, (d) use flexible grouping to design purposeful small group activities, and (e) include guided self-selected reading.