Your Credibility Could Be Shot”
Preservice Teachers’ Thinking about Nonfiction Graphic Novels, Curriculum Decision Making, and Professional Acceptance
Bibliographic Data
| ID | 11594976 |
|---|---|
| Authors | J Spencer Clark (Utah State University, corresponding author) |
| Year | 2012 |
| Volume | 104 |
| Issue | 1 |
| Pages | 38-45 |
| Publication date | 2012-11-30 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The Social Studies (BOOK_SERIES) |
| Journal identifiers | ISSN: 0037-7996 • E-ISSN: 2152-405X |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/00377996.2012.665957 |
| OpenAlex | W2032102212 |
| Language | EN |
| Citations received | 3 |
| References cited | 14 |
This article examined the value of using nonfiction graphic novels as historical narratives in the social studies curriculum. Preservice teachers evaluated several graphic novels and identified attributes of graphic novels that could contribute to students’ development of historical thinking and understanding of multiple perspectives. Despite the preservice teachers’ value for graphic novels as resources and their desire to use them in their future classrooms, all of the preservice teachers identified reasons why they would not be able to use graphic novels in their future school context. The findings suggested that the preservice teachers’ desire to be accepted by their school community took precedence over their intention to use resources that they deemed engaging and beneficial for student learning
Art · Context (archaeology · Credibility · Curriculum · Historical Thinking · Literature · Mathematics education · Narrative · Pedagogy · Social studies · Value (mathematics · Comics and Graphic Narratives · Computer Science · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Psychology
Teaching History for the Common Good
Critical Literacies and Graphic Novels for English‐Language Learners
No Pictures In My Head
Historical Understanding among Adolescents in a Multicultural Setting
Use Narrative to Teach Middle School Students about Reconstruction
Reading Visual Texts
Reconsidering Affective Engagement in Historical Empathy
Framing Preservice Teachers' Interpretations of Graphic Novels in the Social Studies Classroom
Getting Graphic with the Past
| Citations per year | 0.38 |
|---|---|
| Citation span | 2018 - 2023 (6) |
| Highly cited | No |