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Exploring teachers' knowledge of children's literature

Cremin, Teresa; Mottram, Marilyn; Bearne, Eve and Goodwin, Prue (2008). Exploring teachers' knowledge of children's literature. Cambridge Journal of Education, 38(4) pp. 449–464.

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In the context of the current debate about teaching reading, research to ascertain primary teachers' personal and professional reading practices was undertaken. The study explored teachers' reading habits and preferences, investigated their knowledge of children's literature, and documented their reported use of such texts and involvement with library services. Questionnaire responses were gathered from 1200 teachers. The data were analysed and connections made between the teachers' own reading habits and preferences, their knowledge of children's literature, their accessing practices and pedagogic use of literature in school. This paper reports on part of the dataset and focuses on teachers' knowledge of children's literature; it reveals that primary professionals lean on a narrow repertoire of authors, poets and picture fiction creators. It also discusses teachers' personal reading preferences and considers divergences and connections between these as well as the implications of the teachers' limited repertoires on the reading development of young learners.

Item Type: Journal Item
Copyright Holders: 2008 University of Cambridge, Faculty of Education
ISSN: 1469-3577
Keywords: children's literature; literacy; primary education; reading
Academic Unit/School: Faculty of Wellbeing, Education and Language Studies (WELS) > Education, Childhood, Youth and Sport
Faculty of Wellbeing, Education and Language Studies (WELS)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Education Futures
Item ID: 12527
Depositing User: Colin Smith
Date Deposited: 04 Dec 2008 08:23
Last Modified: 14 Mar 2018 15:59
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