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.
Recommended Citation
Massengill Shaw, Donita; Boyd, Jackie; and Corcoran Nielson, Diane
(2012)
"Perspectives of Two Ethnically Different Pre-service Teacher Populations as They Learn About Folk Literature,"
Journal of Educational Research and Innovation: Vol. 1, Article 3.
Available at:
https://digscholarship.unco.edu/jeri/vol1/iss1/3
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Teacher Education and Professional Development Commons
