Becoming a Teacher of Early Reading: Charting the Knowledge and Practices of Pre-Service and Newly Qualified Teachers

Autor/in	Hendry, Helen
Titel	Becoming a Teacher of Early Reading: Charting the Knowledge and Practices of Pre-Service and Newly Qualified Teachers
Quelle	In: Literacy, 54 (2020) 1, S.58-69 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hendry, Helen)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12184
Schlagwörter	Early Reading; Reading Teachers; Preservice Teachers; Foreign Countries; Student Teachers; Early Childhood Teachers; Beginning Teachers; School Culture; Knowledge Level; Educational Practices; Young Children; United Kingdom (England) + Suchen Sie Ihr Suchwort? Frühlesen; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Ausland; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Junior teacher; Junglehrer; Schulkultur; Schulleben; Wissensbasis; Bildungspraxis
Abstract	Education policy in England requires student teachers to demonstrate effective teaching of early reading, including systematic synthetic phonics, in order to qualify to teach. Although there is a range of literature about initial teacher education, little is documented about how pre-service or 'student' teachers develop specific knowledge and practices for teaching early reading and how they apply these in their first term as newly qualified teachers (NQTs). This research used a primarily qualitative longitudinal, collective case study design involving seven lower primary (3-7 years) postgraduate certificate in education (PGCE) students enrolled at one university in the East Midlands of England. Semi-structured interviews, classroom observations and documentary analysis with the students and their teacher mentors were used to gather data from entry onto the course to the participants' first term as qualified teachers. A thematic analysis was applied in conjunction with deductive observation codes developed from a previous study. Findings indicate a broad continuum of progression in student and newly qualified teacher knowledge and practice for teaching early reading which could be used to inform university organisation, mentoring and school participation. They highlight the influence of school cultures on the experiences of student and pre-service teachers. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01