A case study into teachers' subject knowledge of children's literature to foster children's reading for pleasure.
University of Wales Institute, Cardiff.
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This case study took the 2010 UKLA national conference theme of Choice and Voice: Reading for Pleasure and Independence as its focus. Cremin's research in England, building communities of readers, also influenced the research (Cremin, 2007;2008a; 2008b; 2009). Data were collected from three groups of primary teachers working in schools in south Wales to investigate teachers' own reading habits and preferences and to find out how familiar they were with a variety of children's literature to encourage primary-aged children to read for pleasure. It also sought to find out whether they thought there was a need to do so for their own professional development and how they use their knowledge to aid children as readers in the classroom. Sample groups were selected and questionnaire responses were gathered from twenty teachers, three of these were Head teachers, three were literacy specialists and one a seconded advisory teacher for English. Interview data were collected from a cross-section of these respondents as well as data from an additional non-teacher working with Welsh children's literature and primary schools across Wales. The data were analysed and used to show the extent of teachers' knowledge and how they used this knowledge in their teaching. The results of this study show the teachers involved in the study were all readers outside of the profession but also shows that there is scope for primary professionals to extend their knowledge of children's literature and there is a need for teachers to have access to a wider range of literature. Recommendations are made for future support for primary professionals in Wales with Continuing Professional Development (CPD) to develop their subject knowledge of children's literature in order to foster children's reading for pleasure.
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