“You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities
Proficiency in literacy provides an essential foundation for citizens to participate fully and effectively in society. Research highlights a strong correlation between frequent reading and strong literacy outcomes for students and emphasises the benefits of a Reading for Pleasure (RfP) pedagogy on s...
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MDPI AG
2024-12-01
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| Series: | Education Sciences |
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/7 |
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| author | Katherine Price Alyson Simpson |
| author_facet | Katherine Price Alyson Simpson |
| author_sort | Katherine Price |
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| description | Proficiency in literacy provides an essential foundation for citizens to participate fully and effectively in society. Research highlights a strong correlation between frequent reading and strong literacy outcomes for students and emphasises the benefits of a Reading for Pleasure (RfP) pedagogy on student reading motivation and attainment. As teachers are responsible for students’ literate development, the ability to teach literacy and the development of a literate identity thus form integral components of initial teacher education. There are studies revealing the important connection between teachers’ literate identities and their students’ reading engagement and literacy outcomes; however, less is known about the formation of pre-service teachers’ literate identities. This case study sought to investigate the impact of pre-service teacher engagement with Reading for Pleasure practices as they reflected on their literate identities. During the study, four student teachers in their final year of a Bachelor of Education (Primary) degree in an urban university in NSW, Australia, met weekly for six weeks to engage with Reading for Pleasure practices. Data were collected through participant observation notes, focus group discussions, and a questionnaire completed at the start and the end of the study. This study was informed with a consideration of complexity theory, and an analysis was made of participant’s reflections on RfP, as expressed through the intersecting systems within which initial teacher education is situated. Framed by the understanding that knowledge is socially constructed, this paper outlines how participants found benefit in Reading for Pleasure in forming their literate identities. |
| format | Article |
| id | doaj-art-9fd6defa9ef04629971647b82ec2e2bc |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-9fd6defa9ef04629971647b82ec2e2bc2025-01-24T13:30:06ZengMDPI AGEducation Sciences2227-71022024-12-01151710.3390/educsci15010007“You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate IdentitiesKatherine Price0Alyson Simpson1Faculty of Arts and Social Sciences, The University of Sydney, Sydney, NSW 2006, AustraliaFaculty of Arts and Social Sciences, The University of Sydney, Sydney, NSW 2006, AustraliaProficiency in literacy provides an essential foundation for citizens to participate fully and effectively in society. Research highlights a strong correlation between frequent reading and strong literacy outcomes for students and emphasises the benefits of a Reading for Pleasure (RfP) pedagogy on student reading motivation and attainment. As teachers are responsible for students’ literate development, the ability to teach literacy and the development of a literate identity thus form integral components of initial teacher education. There are studies revealing the important connection between teachers’ literate identities and their students’ reading engagement and literacy outcomes; however, less is known about the formation of pre-service teachers’ literate identities. This case study sought to investigate the impact of pre-service teacher engagement with Reading for Pleasure practices as they reflected on their literate identities. During the study, four student teachers in their final year of a Bachelor of Education (Primary) degree in an urban university in NSW, Australia, met weekly for six weeks to engage with Reading for Pleasure practices. Data were collected through participant observation notes, focus group discussions, and a questionnaire completed at the start and the end of the study. This study was informed with a consideration of complexity theory, and an analysis was made of participant’s reflections on RfP, as expressed through the intersecting systems within which initial teacher education is situated. Framed by the understanding that knowledge is socially constructed, this paper outlines how participants found benefit in Reading for Pleasure in forming their literate identities.https://www.mdpi.com/2227-7102/15/1/7Reading for Pleasureliterate identitiespre-service teachersinitial teacher education |
| spellingShingle | Katherine Price Alyson Simpson “You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities Education Sciences Reading for Pleasure literate identities pre-service teachers initial teacher education |
| title | “You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities |
| title_full | “You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities |
| title_fullStr | “You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities |
| title_full_unstemmed | “You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities |
| title_short | “You Learn So Much from Reading for Pleasure”: Exploring a Reading for Pleasure Pedagogy Impact on Pre-Service Teachers’ Literate Identities |
| title_sort | you learn so much from reading for pleasure exploring a reading for pleasure pedagogy impact on pre service teachers literate identities |
| topic | Reading for Pleasure literate identities pre-service teachers initial teacher education |
| url | https://www.mdpi.com/2227-7102/15/1/7 |
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