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please add your comments on the presentations to help us record responses to what we hear

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Green dialogues - a presentation from pre-service colleagues in Padua  

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Green dialogues - a presentation from pre-service colleagues in Padua  

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what are the good ways we know that dialogue can be fostered?

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Engaging pre-service teachers in children’s

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Engaging pre-service teachers in children’s

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how does transmediation help readers engage more deeply with books they read?

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References - Green Dialogues: ecocritical groupwork experiences with teachers in training at the University of Padua

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References - Green Dialogues: ecocritical groupwork experiences with teachers in training at the University of Padua

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Thank you for wonderful presentations.

I'd just like to add that apart from sound and visualisations, also smell can be an interesting part of embodied experience.

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Guide for pre-school and primary school teachers: classroom literature gatherings

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Guide for pre-school and primary school teachers: classroom literature gatherings

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Author
Graell, Mariona Pujol Valls, Maria

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Guide for pre-school and primary school teachers: classroom literature gatherings

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Aerila, J.A. ,Kauppinen M., Cremin, T., Siipola, M., Mukherjee, S.J. and Lähteelä, J. (2024) Student Teachers as Readers: The Reading Experiences and Reading Pedagogy of Finnish and British Student Teachers Australian Journal of Teacher Education. 48(9). https://doi.org/10.14221/1835-517X.6555

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Student Teachers as Readers: The Reading Experiences and Reading Pedagogy of Finnish and British Student Teachers

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As the pedagogy of teachers depends partly on their earlier life experiences, investigating the prior reading practices of student teachers is crucial. This study investigated Finnish and English student teachers’ (N = 353) own reading, the importance of their own reading to their reading pedagogy, and the relationship of these to teachers’ content knowledge of reading pedagogy. The data were collected via an online questionnaire and analysed via quantitative methods. According to the findings, nearly all the student teachers enjoy reading, have a positive attitude towards reading, and consider the teachers’ own reading important for the pedagogy they implement. However, even though a large number of the student teachers read during their free time, for many, reading represents a potential free-time activity that is valued, but for which there is no time. In the study, student teachers’ reported free-time reading correlated with how many children’s books the student teacher could name. In other words, it seems that the more pre-service teachers engage in their own reading (time used to reading for pleasure, level of experiences for enjoying reading) the greater their knowledge of children’s literature, which is an essential part of the pedagogical content knowledge of literature teaching. Teacher education programmes should find ways to individualise reading instruction for student teachers as it will simultaneously scaffold the individuality of readers in the classrooms of these future teachers.