Pre-service teacher knowledge of children's literature and attitudes to Reading for Pleasure: an international comparative study

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
Literacy Pub Date : 2023-12-30 DOI:10.1111/lit.12360
Jennifer Farrar, Alyson Simpson
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引用次数: 0

Abstract

Reading for Pleasure (RfP) acknowledges the importance of reader engagement and the role of the teacher as a reader of children's literature. The foundational work of the Teachers as Readers (TARs) programme successfully illustrated the impact of RfP activities on student learning. Previous studies of teachers' reader identities have shown a strong need for professional learning to boost teachers' confidence with children's literature. However, less emphasis has been placed on the adoption of RfP pedagogy within initial teacher education (ITE) to develop pre-service teachers' (PST) knowledge of children's literature, as well as their understanding of teachers as reading role models for future students. This paper analyses data from research into RfP undertaken in two ITE programmes for primary teachers informed by contrasting policies in Scotland and Australia. Though both countries aim to improve school student literacy success, the curriculum mandates differ, shaping the potential pathways available in ITE courses. It is within this context that we report on 3 years of data on PST reader knowledge collected from 300 students using survey tools adopted from the original TARs study. Emerging findings provide evidence that teacher educators need to act as circuit breakers to alter PST attitudes to reading.

Abstract Image

职前教师对儿童文学的了解以及对快乐阅读的态度:一项国际比较研究
悦读计划(RfP)承认读者参与的重要性以及教师作为儿童文学读者的作用。教师作为读者(TARs)计划的基础工作成功地说明了 "悦读 "活动对学生学习的影响。以往对教师读者身份的研究表明,教师非常需要通过专业学习来增强对儿童文学的信 心。然而,在初始教师教育(ITE)中采用 RfP 教学法来发展职前教师(PST)的儿童文学知识,以及他们对教师作为未来学生阅读榜样的理解,却较少受到重视。本文分析了苏格兰和澳大利亚根据截然不同的政策在两个小学教师初始教师教育课程中开展的 "RfP "研究数据。尽管这两个国家的目标都是提高在校学生的读写能力,但它们的课程任务却各不相同,这就决定了 ITE 课程的潜在发展方向。正是在这一背景下,我们利用从最初的 TARs 研究中采用的调查工具,从 300 名学生那里收集到了有关 PST 阅读知识的 3 年数据。新的研究结果证明,师范教育工作者需要发挥断路器的作用,改变 PST 对阅读的态度。
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来源期刊
Literacy
Literacy Multiple-
CiteScore
3.00
自引率
7.70%
发文量
46
期刊介绍: Literacy is the official journal of the United Kingdom Literacy Association (formerly the United Kingdom Reading Association), the professional association for teachers of literacy. Literacy is a refereed journal for those interested in the study and development of literacy. Its readership comprises practitioners, teacher educators, researchers and both undergraduate and graduate students. Literacy offers educators a forum for debate through scrutinising research evidence, reflecting on analysed accounts of innovative practice and examining recent policy developments.
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