Key findings from recent research with student teachers in the UK highlighted gaps in their knowledge of contemporary texts and authors as well as misconceptions about the teacher’s role in supporting children’s RfP (Cremin et al., 2024). Barriers from individual teacher reader identities and varied school experiences may also need to be addressed (Hendry, 2022).
Supporting new teachers begins by investigating their starting points in the knowledge of texts as well as their expectations of RfP pedagogy. Participants considered how they currently get to know new teachers as readers and reflected on strategies such as simple audits, book blanket discussions, drawing and talking about their previous and current reading interests. They went on to review and add to a padlet of resources which offers suggestions for supporting early career teachers’ knowledge of children’s texts, reader identities and understanding of reading for pleasure pedagogy.
Session Outcomes
Session participants suggested that we need to:
1. Open up the discussion about what counts as reading for pleasure with early career teachers, so that all kinds of reading are valued (online, magazines, ‘easy’ reads).
2. Involve experienced teachers in modelling RfP approaches for early career teachers to follow, such as sharing a current favourite read on classroom doors and discussing reading preferences during relaxed moments in the day.
3. Draw on online ‘non-threatening’ activities and spaces to support early career subject knowledge e.g. adding texts to a padlet, reading and discussing fanfiction.
4. Ensure early career teachers understand the importance of their influence on young readers as Reading Teachers, who reflect on their own experiences and talk about their reader identities.
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