Faculty Publications

Pre-Service Teachers’ Experiences of Leading After-School Book Club

Document Type

Article

Keywords

authentic field experiences, Book clubs, pre-service teachers, qualitative research, teacher education

Journal/Book/Conference Title

Teaching Education

Abstract

This qualitative study explores how an elementary after-school book club functioned as a third space for the professional and personal development of pre-service teachers (PSTs) participating in the America Reads program, a federally funded literacy initiative. Drawing on third space theory, the study examined four PSTs’ experiences as book club leaders guiding fourth-grade students through shared reading and literacy activities in a Midwestern U.S. elementary school. Data sources included PSTs’ informal lesson plans, literacy activities, students’ artifacts, and interviews with book club leaders. The findings highlight the importance of authentic field experiences in teacher education programs, emphasizing the integration of theoretical knowledge with real-world teaching practices. Pre-service teachers demonstrated flexibility in book selection and literacy activities, enhancing student engagement and addressing diverse learning needs. Despite challenges such as time constraints and varied student engagement, the after-school book club served as a generative site for professional identity formation. These findings underscore the importance of integrating non-traditional fieldwork into teacher education programs to support adaptive, relational, and socially just teaching practices.

Department

Department of Literacy, Early Childhood, and Special Education

Original Publication Date

12-18-2025

DOI of published version

10.1080/10476210.2025.2603279

Link to Full Text

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