000144583 001__ 144583
000144583 005__ 20240829125213.0
000144583 0247_ $$2doi$$a10.1007/s44020-024-00065-7
000144583 0248_ $$2sideral$$a139479
000144583 037__ $$aART-2024-139479
000144583 041__ $$aeng
000144583 100__ $$0(orcid)0000-0001-6162-6603$$aMuela, Diana$$uUniversidad de Zaragoza
000144583 245__ $$aInvestigating primary pre-service teachers' perceptions of nonfiction picturebooks
000144583 260__ $$c2024
000144583 5060_ $$aAccess copy available to the general public$$fUnrestricted
000144583 5203_ $$aThis study explores the factors contributing to the imbalance between fiction and nonfiction materials in primary school classrooms, with a specific emphasis on the perspectives of prospective teachers. Employing a qualitative research approach, the investigation involved 30 student teachers who had completed the Children’s Literature course at a Spanish university. Semi-structured interviews, with questions validated by expert judges, were utilized to gather responses, which were subsequently transcribed and analyzed through coding, following a categorical framework refined post-response analysis. The primary findings indicate a restricted exposure to nonfiction picturebooks in familial and educational settings. Despite positive emotional responses from trainee teachers, the study reveals an inadequacy in their training, hindering the development of a comprehensive understanding and the reinforcement of self-efficacy for integrating nonfiction materials into future teaching practices. Furthermore, the research underscores a disparity between the perceived significance of nonfiction picturebooks for enhancing children’s multimodal reading and the inclination of trainee teachers to prioritize fiction due to a lack of confidence and previous exposure. As a result, the study proposes a reassessment of teacher training programs, recommending a more thorough focus on nonfiction materials and continuous professional development to address the disparity between beliefs and actual classroom practices.
000144583 536__ $$9info:eu-repo/grantAgreement/ES/MICINN/PID2021-126392OB-I00
000144583 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000144583 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000144583 700__ $$0(orcid)0000-0002-2332-5807$$aTabernero, Rosa$$uUniversidad de Zaragoza
000144583 700__ $$0(orcid)0000-0002-0247-1573$$aHernández, Lucía$$uUniversidad de Zaragoza
000144583 7102_ $$14013$$2195$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Lengua y Liter.
000144583 773__ $$g47, 2 (2024), 281-297$$tAustralian Journal of Language and Literacy$$x1038-1562
000144583 8564_ $$s748199$$uhttps://zaguan.unizar.es/record/144583/files/texto_completo.pdf$$yVersión publicada
000144583 8564_ $$s1353171$$uhttps://zaguan.unizar.es/record/144583/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000144583 909CO $$ooai:zaguan.unizar.es:144583$$particulos$$pdriver
000144583 951__ $$a2024-08-29-10:45:11
000144583 980__ $$aARTICLE