Keywords
transactional theory, Christian teacher education, reading scripture
Abstract
In this theoretical analysis, the authors explore the question, What is a Christian teacher educator to do with Louise Rosenblatt’s transactional theory of reading? They begin by outlining the primary components of Rosenblatt’s transactional theory, focusing on reading as a transaction and the efferent and aesthetic stances. Next, they discuss who they are as teacher educators and former students, how their faith backgrounds intersect with Rosenblatt’s work, and the approach they took to address areas of tension that they and other Christian educators have experienced with Rosenblatt’s theory. Finally, they conclude by discussing implications of Rosenblatt’s work for reading scripture, identifying both the strengths and limitations of her theory, along with strategies for inviting students to discuss this issue at faith-based institutions.
Original Publication Citation
"What is a Christian Teacher Educator to Do with Louise Rosenblatt’s Transactional Theory of Reading?” The International Christian Community for Teacher Education 13.1 (2018): 1-12. (with Andrew Huddleston, Katlin Sehres and Ashley Miller)
BYU ScholarsArchive Citation
Huddleston, Andrew P.; Coombs, Dawan; Sehres, Katlin; and Miller, Ashley, "What is a Christian Teacher to Do with Louise Rosenblatt’s Transactional Theory of Reading?" (2018). Faculty Publications. 9615.
https://scholarsarchive.byu.edu/facpub/9615
Document Type
Peer-Reviewed Article
Publication Date
2018
Publisher
The International Christian Community for Teacher Education
Language
English
College
Humanities
Department
English
Copyright Status
@ George Fox University, 2018
Copyright Use Information
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