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Exploring teacher-writer identities in the classroom: Conceptualising the struggle

Cremin, Teresa and Baker, Sally (2010). Exploring teacher-writer identities in the classroom: Conceptualising the struggle. English Teaching: Practice and Critique, 9 (3) pp. 8–25.

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Abstract

Given the narrow scope of primary teachers' knowledge and use of children's literature identified in Phase I of Teachers as Readers (2006-7), the core goal of the Phase II project, was to improve teachers' knowledge and experience of such literature in order to help them increase children's motivation and enthusiasm for reading, especially those less successful in literacy. The year long project, Teachers as Readers: Building Communities of Readers, which was undertaken in five Local Authorities in England, also sought to build new relationships with parents and families and to explore the concept of a Reading Teacher: a teacher who reads and a reader who teaches (Commeyras et al., 2004). The research design was multi-layered; involving data collection at individual, school and LA levels, and employing a range of quantitative and qualitative data research methods and tools. This paper provides an overview of the research and highlights the challenges encountered and the insights garnered. It argues that teachers need support in order to develop children's reading for pleasure, which can influence both attainment and achievement and increase young learners' engagement as self- motivated and socially engaged readers.

Item Type: Journal Article
Copyright Holders: 2010 The Authors
ISSN: 1175-8708
Keywords: reading for pleasure; teachers' knowledge of children's literature; pedagogy; reading teachers; reading relationships; text talk
Academic Unit/Department: Education and Language Studies > Education
Institute of Educational Technology
Interdisciplinary Research Centre: Centre for Research in Education and Educational Technology (CREET)
Item ID: 26452
Depositing User: Users 9543 not found.
Date Deposited: 18 Jan 2011 13:00
Last Modified: 24 Oct 2012 07:54
URI: http://oro.open.ac.uk/id/eprint/26452
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