There is compelling evidence on the effectiveness of bibliotherapy for facilitating one’s development. Arguably, in teacher education, bibliotherapy has been shown to facilitate prospective teachers’ professional development. However, teacher educators may experience difficulties in finding relevant reading to stimulate prospective teachers’ identification process, which is essential if the application of pedagogical bibliotherapy is to be successful. This study is situated in a mathematics education course for prospective elementary school teachers and explores the features of relevant pedagogical reading via analysis of four prospective elementary school teachers’ identification processes with two case descriptions. The identification here relates to the reading of the so-called true stories; prospective teachers read stories of other prospective teachers from the same teacher education context. We outline the recommendations for the selection of reading material when applying pedagogical bibliotherapy in order to assist prospective teachers’ professional development.

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如何选择阅读书目用于教学法？未来教师鉴定过程的见解

有充分的证据表明书目疗法对促进人的发展有效。可以说，在教师教育中，书目疗法已被证明可以促进准教师的专业发展。但是，教师教育工作者可能会在寻找相关阅读内容方面遇到困难，以激发准教师的认同过程，这对于成功应用教学书目疗法至关重要。这项研究位于针对潜在小学教师的数学教育课程中，并通过分析四个潜在小学教师的识别过程和两个案例，探讨了相关教学法阅读的特点。这里的识别与阅读所谓的真实故事有关。准教师从相同的教师教育环境中阅读其他准教师的故事。我们概述了在采用教学书目疗法时应选择阅读材料的建议，以帮助准教师的专业发展。