primary teachers as readers. key issue addressed by the study this study set out to explore:...
TRANSCRIPT
Primary teachers as readers Primary teachers as readers
Key issue addressed by the studyKey issue addressed by the study This study set out to explore:This study set out to explore:
– primary teachers’ personal reading habits and their primary teachers’ personal reading habits and their perceptions of the importance of literatureperceptions of the importance of literature
– teachers’ knowledge of children’s literature and what teachers’ knowledge of children’s literature and what governs their choice of titles for classroom usegoverns their choice of titles for classroom use
Key findingsKey findings Teachers played a major role in introducing Teachers played a major role in introducing
children to bookschildren to books Teachers’ own reading covered a wide range Teachers’ own reading covered a wide range
of books and authors but only a limited of books and authors but only a limited number of books for childrennumber of books for children
Teachers’ reading included global literature Teachers’ reading included global literature not reflected in their choice of books for their not reflected in their choice of books for their pupilspupils
Teachers drew on a narrow range of book Teachers drew on a narrow range of book authors when selecting books to use in the authors when selecting books to use in the classroomclassroom
Primary teacher’ choices for reading for Primary teacher’ choices for reading for pleasurepleasure Over 70 percent of primary Over 70 percent of primary
teachers reported reading for teachers reported reading for pleasure during the last monthpleasure during the last month
Most popular choices were:Most popular choices were:– women’s popular literature, thrillers women’s popular literature, thrillers
and crime storiesand crime stories– books promoted by the mediabooks promoted by the media– autobiographies and biographiesautobiographies and biographies– ‘‘crossover’ books e.g. crossover’ books e.g. Harry PotterHarry Potter
Teachers would have come Teachers would have come across many of the books across many of the books mentioned when mentioned when theythey were at were at schoolschool
Children’s books teachers regarded as Children’s books teachers regarded as significantsignificant Regarding favourite childhood texts:Regarding favourite childhood texts:
– teachers preferred popular fiction, especially Enid teachers preferred popular fiction, especially Enid Blyton and Roald Dahl, and 19th and 20th century Blyton and Roald Dahl, and 19th and 20th century classics classics
– Only 9% of the most favourite childhood texts for Only 9% of the most favourite childhood texts for teachers were picture booksteachers were picture books
– very few teachers (1.5%) noted poetry as their very few teachers (1.5%) noted poetry as their favourite childhood readingfavourite childhood reading
Teachers’ knowledge of ‘good’ current Teachers’ knowledge of ‘good’ current children’s literaturechildren’s literature Teachers’ knowledge of ‘good’ literature Teachers’ knowledge of ‘good’ literature
(valuable for children and useful for (valuable for children and useful for teaching and learning) was limited:teaching and learning) was limited: – most teachers (64%) named at least five most teachers (64%) named at least five
‘good’ children’s writers and 46% named ‘good’ children’s writers and 46% named sixsix
– most (58%) could only name one or two most (58%) could only name one or two children’s poets and 22% could not name children’s poets and 22% could not name any any
– the picture for teachers’ knowledge of the picture for teachers’ knowledge of ‘good’ illustrators was similar ‘good’ illustrators was similar
Teachers’ views about the literature in Teachers’ views about the literature in schoolschool Teachers believed that:Teachers believed that:
– the most important role of literature was to develop the most important role of literature was to develop imagination and emotionsimagination and emotions
– the next most important roles were promoting the next most important roles were promoting reading and widening knowledgereading and widening knowledge
– the least suggested role was for developing writingthe least suggested role was for developing writing
Who were the teachers in the study?Who were the teachers in the study? 1200 primary teachers from 11 local authorities1200 primary teachers from 11 local authorities
– Approximately half the teachers worked with Key Stage 1 children Approximately half the teachers worked with Key Stage 1 children and half with Key Stage 2 children and half with Key Stage 2 children
– Teachers participating in the survey had varying lengths of Teachers participating in the survey had varying lengths of teaching experience and diverse school responsibilitiesteaching experience and diverse school responsibilities
How was the information gathered?How was the information gathered?
A questionnaire was introduced by local A questionnaire was introduced by local authority coordinators at short CPD courses for authority coordinators at short CPD courses for classroom teachersclassroom teachers
The questionnaire was run during the second The questionnaire was run during the second half of an autumn term, so teachers’ answers half of an autumn term, so teachers’ answers were not affected by their summer holidays, were not affected by their summer holidays, when they might have had more time for reading when they might have had more time for reading than at other timesthan at other times
How can teachers use the evidence in How can teachers use the evidence in this study?this study?
Using libraries could broaden the range of Using libraries could broaden the range of literature you and your pupils useliterature you and your pupils use– How could you work with librarians to increase your How could you work with librarians to increase your
knowledge and your children’s interest in books?knowledge and your children’s interest in books? The findings indicate that primary teachers are The findings indicate that primary teachers are
not confident about poetrynot confident about poetry– Could you discuss with colleagues how to promote Could you discuss with colleagues how to promote
poetry? poetry? – Are there local poets who might help?Are there local poets who might help?
How can school leaders use the How can school leaders use the evidence in this study?evidence in this study?
The research suggests there is a need to The research suggests there is a need to improve teachers’ knowledge of children’s improve teachers’ knowledge of children’s literature and develop their confidence in using a literature and develop their confidence in using a wider range of books and genres wider range of books and genres – Could your colleagues better draw on support Could your colleagues better draw on support
available from the school literacy coordinator, ASTs, available from the school literacy coordinator, ASTs, local librarians, etc?local librarians, etc?
– What steps could you take to establish a partnership What steps could you take to establish a partnership project between your school and a local library?project between your school and a local library?
Follow-up readingFollow-up reading
Study reference: Study reference: Cremin, T., Bearne, E., Mottram, M. Cremin, T., Bearne, E., Mottram, M. and Goodwin, P. (2008) Primary teachers as readers and Goodwin, P. (2008) Primary teachers as readers
English in EducationEnglish in Education, Vol. 42, No1, 2008, pp. 8 – 23 , Vol. 42, No1, 2008, pp. 8 – 23 Summary available at: Summary available at:
www.standards.dfes.gov.uk/research/themes/English/teacherreaders/
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