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Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project

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Published/Copyright: May 30, 2023
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Multicultural Learning and Teaching
From the journal Multicultural Learning and Teaching Volume 19 Issue 2

Abstract

This study examined how 44 preservice teachers reflected on their teacher self-identities through exploring multicultural children’s books, which are published in different time periods, with a focus of analyzing characterization of main characters. The researcher collected data, including a multicultural book project, pre- and post-surveys on multicultural children’s literature and teacher identities, and a reflection paper. Data analysis consisted of looking for and coding emergent themes. The findings of the study showed that preservice teachers analyzed multicultural books from authentic perspectives, focused on how the authors used appropriate language, and examined trends in cultural details and illustrations published in different time periods. They analyzed characteristics of main characters by parsing the facts, by examining the context of the story, and by examining the personalities of main characters. They also refined their teacher identities and strengthened their commitment to become culturally responsive teachers by reflecting on the importance of equity, diversity, and inclusion and embedding high-quality multicultural children’s books into the curriculum. Implications and recommendations are also shared.

Keywords: multicultural children’s literature; preservice teachers; teacher self-identities
Corresponding author: Yuko Iwai, Department of Educational Studies, University of Wisconsin-La Crosse, 1725 State Street, La Crosse, WI 54601, USA, E-mail:

Funding source: University of Wisconsin-La Crosse, Center for Advancing Teaching and Learning (CATL)

Award Identifier / Grant number: CATL Scholarship of Teaching & Learning (SOTL) Gra

Appendix A

Pre-Survey on Multicultural Children’s Literature and Teacher Self-Identity

Demographic Information

  1. Please select your gender.

Male Female Other

  1. Please select your race.

White Hispanic or Latino Black or African-American Native Indian/American Indian Asian/pacific Islander Other

  1. Please select your major.

Early Childhood Education (ECE) Elementary/Middle Education (EME)
Other ( )

  1. Please select your academic level.

Freshman Sophomore Junior Senior Other (please explain )

Multicultural Children’s Literature

  1. What criteria would you use to evaluate high-quality multicultural children’s literature?

  2. What kinds of multicultural children’s books would you include for your future classroom? Why?

  3. What do you think about teachers and you as a future teacher incorporating multicultural children’s books in the curriculum? Why do you think so?

Teacher Identity

  1. How do describe your identity?

  2. How do you reflect on your teacher self-identity as a preservice teacher?

  3. How do you think your identity as a future teacher will impact the way you teach and interact with all children? Why do you think so?

Appendix B

Post-Survey on Multicultural Children’s Literature and Teacher Self-Identity

Demographic Information

  1. Please select your gender.

Male Female Other

  1. Please select your race.

White Hispanic or Latino Black or African-American Native Indian/American Indian Asian/pacific Islander Other

  1. Please select your major.

Early Childhood Education (ECE) Elementary/Middle Education (EME)
Other ( )

  1. Please select your academic level.

Freshman Sophomore Junior Senior Other (please explain )

Multicultural Children’s Literature

  1. What criteria would you use to evaluate and select high-quality multicultural children’s literature?

  2. What kinds of multicultural children’s books would you include for your future classroom? Why?

  3. What do you think about teachers and you as a future teacher incorporating multicultural children’s books in the curriculum? Why do you think so?

Teacher Identity

  1. You have completed the multicultural children’s books project. How do describe your identity now? How do you reflect on your teacher self-identity as a teacher candidate now?

  2. You have completed the multicultural children’s books project. How do you reflect on your teacher self-identity as a preservice teacher now?

  3. How do you think your identity as a future teacher will impact the way you teach and interact with all children? Why do you think so?

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Received: 2022-10-08
Accepted: 2023-05-15
Published Online: 2023-05-30

© 2023 Walter de Gruyter GmbH, Berlin/Boston

Articles in the same Issue

  1. Frontmatter
  2. Editorial Comment
  3. Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
  4. Research Articles
  5. Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
  6. A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
  7. Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs)
  8. Cultural competency training for the social service professions: A systematic literature review
  9. Beyond fraudulent multiculturalism in higher education: moving forward
  10. Preparing culturally responsive teachers: a systematic review
  11. Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project
  12. Investigating the needs, expectations, problems and experiences of international students in the process of distance education
  13. Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges
https://doi.org/10.1515/mlt-2022-0021
Keywords for this article
multicultural children’s literature; preservice teachers; teacher self-identities

Articles in the same Issue

  1. Frontmatter
  2. Editorial Comment
  3. Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
  4. Research Articles
  5. Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
  6. A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
  7. Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs)
  8. Cultural competency training for the social service professions: A systematic literature review
  9. Beyond fraudulent multiculturalism in higher education: moving forward
  10. Preparing culturally responsive teachers: a systematic review
  11. Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project
  12. Investigating the needs, expectations, problems and experiences of international students in the process of distance education
  13. Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges
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