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This volume offers a novel approach to exploring how literary
response groups can be used as part of teacher education programs
to help preservice teachers navigate "wobble" moments. Focusing
uniquely on the potential of young adult literature (YAL), the text
draws on the first-hand experiences of teacher candidates and uses
a range of well-known books to demonstrate how narrative-based
inquiry and analysis of fictional depictions of teaching and
learning can support reflection on a range of common challenges.
The volume presents how YAL literary response groups are shown to
enhance participants' ability to reflect on practice, build
resilience, and develop deeper understanding of pedagogical
principles by offering a shared dialogical space. These insights
ultimately contribute to teacher education program improvement by
enhancing teacher candidates' understanding of pedagogy. This text
will benefit researchers, doctoral students, and academics in the
fields of teaching, teacher mentoring, and teacher education more
specifically. Those interested in literature studies and young
adult literature (YAL) more broadly will also benefit from this
volume.
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