You are here:

Lessons learned: Using the literacy histories of education students to foster empathy
ARTICLE

, , United States

TATE Volume 59, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

In order for new teachers to foster equitable literacy learning environments, they must first understand the scope and variety of experience that will pervade their classrooms. The following multi-case study describes the potential of digital stories as an instructional tool in a literacy methods course at a northeastern university and college where the authors examined four digital autobiographical stories created by their students and the subsequent reactions to these stories by classmates. These stories were shared to allow the preservice teachers to reflect on social equity with a goal of building empathy.

Citation

Reyes, C. & Brinegar, K. (2016). Lessons learned: Using the literacy histories of education students to foster empathy. Teaching and Teacher Education: An International Journal of Research and Studies, 59(1), 327-337. Elsevier Ltd. Retrieved May 15, 2021 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2016.06.014

Keywords