Promising Practice: Book Clubs Develop Collaborative and Reflective Skills in Pre-Service Teachers

by Karen Schulte and Phil Smith, Assistant Professors, Department of Special Education, Eastern Michigan University

Using professional book clubs or reading groups in undergraduate seminars for general and special education student teachers today is an effective method for developing self reflection and collaboration habits in classrooms of tomorrow.

Recent student achievement initiatives and state and federal education mandates have increased the need for teachers to be both reflective practitioners and collaborative thinkers (Schulte, 2006). It is important that teacher preparation programs develop strategies to foster these skills and to prepare pre-service teachers to join school faculties where collaboration and reflection are the norm.

Reflection by pre-service teachers is an important component for developing useful “habits of mind” as professionals, as well as for challenging current ideas and beliefs about learning in areas as varied as elementary and secondary education, literacy, cultural diversity, second language instruction, and the inclusion of students with disabilities in regular education classrooms. In addition, opportunities for reflection by pre-service teachers provide a model for future teachers to become facilitators of learner-centered practices.

Collaboration is also a critical skill for pre-service educators. As one might surmise, collaborative adult relationships in schools inevitably result in improved student achievement. Collaboration also supports teacher reflection and increased understanding of the craft of teaching. It may be especially important for educators who need to work closely with families, support providers, and administrators, as they incorporate students with disabilities into general education classrooms (Aichroth, et al, 2002). School systems that have been successful in implementing school reform, as well as other change initiatives, typically rely on collaborative processes in order to achieve their goal.

Professional Book Clubs

Fostering a collaborative atmosphere in classrooms through professional book clubs or reading groups has proven to be an effective strategy for developing both reflective skills and collaborative habits. As student teachers are introduced to professional literature through book clubs, their participation provides valuable discussion and debating experience. They have a chance to develop skills as group facilitators and participants. They also learn how to reflect upon and integrate new ideas into students’ framework of thinking. This may “plant the seed” for future teachers to continue using book clubs as a form of professional development with their colleagues as they enter the field.

Group Size and Book Selection

The size of book groups is an important factor in supporting substantive conversations. In general, four to seven students is an ideal size for varied experiences and points of view. This size also allows for student absences to occur without detracting from that day’s discussion.

Book choice is an important factor in determining group success. One suggestion is to use a “book store browse” approach to choosing books. Lots of books are brought in by a professor, and students also are encouraged to bring in books they want to read. The only guideline is that the books relate to education, disability, or other issues related to the field of special education. The selection should include both fiction and nonfiction books. When these books are displayed around a large room, students have the opportunity to browse and select books that look interesting to them. Groups form around selected books, with some switching and compromising to achieve appropriate group size.

The Role of the Facilitator and the Responsibilities of the Participants

Before book clubs meet for the first time, student teachers are asked to read a selected journal article. The role of a book club facilitator is then modeled, as students are asked to participate in the discussion of the article. A group discussion on the important aspects of both the facilitator’s role and the participants’ responsibilities follows. The facilitator identifies various strategies to begin conversations, including using quotes from the book or asking participants to identify meaningful passages. The facilitator also encourages every member to participate and emphasizes the importance of keeping the discussion on track.

Groups determine their reading schedule for the semester and assign group members to the rotating role of facilitator for each book club meeting. Ultimately, it is the members of the group who fully support the club meeting, only receiving outside guidance when necessary. The level and intensity of the conversations can be truly amazing, as can the students’ ability to bridge the gap between what they learn from the reading and how it might apply to classroom practice.

Educators Gain Powerful, Reflective Habits of Mind

Increasingly, schools work to change—and improve—in response to a variety of internal and external demands. As schools respond to these demands, educators will be required to have powerful reflective and collaborative habits of mind. Professional book clubs are one strategy that teacher education programs can include in their toolbox for encouraging ongoing growth and development of learning habits to effectively meet the demands of educating increasingly diverse students.

For more information, contact: Karen Schulte, Assistant Professor, Department of Special Education, Eastern Michigan University, kschulte@emich.edu or Phil Smith, Assistant Professor, Department of Special Education, Eastern Michigan University, psmith16@emich.edu.

References
Aichroth, S., Carpenter, J., Daniels, K., Grassette, P., Kelly, D., Murray, A., Rice, J., Rivard, B., Smith, C., Smith, P., & Topper, K. (2002). Creating a new system of supports: The Vermont self-determination project. Rural Special Education Quarterly, 21 (2), 16-28.

Schulte, K. (2006). Strategies for developing collaborative skills in undergraduate and graduate teacher education programs. In A. Salhi (Ed.), Excellence in teaching and learning: Bridging the research, theory, practice and policy gap. Lanham, Maryland: Rowman & Littlefield Publishing Group.

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