A Case Study of Partners in Educational Change: Teacher-Librarians and Pre-service Teachers
DOI:
https://doi.org/10.29173/iasl8118Abstract
This case study aimed to clarify the role of the teacher-librarian and the nature of the school library program to pre-service teachers. Nineteen pre-service teachers collaboratively planned curriculum with teacher-librarians in their practicum schools. Data consisted of pre- and post-experience concept maps and interviews with all participants. Results showed pre-service teachers (a) significantly increased their knowledge of collaboration, resource-based learning, and information literacy, and (b) learned that collaboration helps refine and extend their teaching ideas. Teacher-librarians identified flexible scheduling and collaborative culture as conditions for curriculum-based library programs. Authentic experiences with teacher-librarians appear to be a promising means of preparing new teachers as partners.
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