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Ankers De Salis, C, Gretton, G and Smith, C (2023) Phonics: A ‘subject’ or part of the bigger picture of reading? Views and practices of student teachers. Teacher Education Advancement Network Journal. pp. 62-77. ISSN 2054-5266
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Abstract
This paper explores the extent to which student teachers, in their final year of a 3-year undergraduate programme teach phonics as part of a holistic reading programmelinked to reading for meaning and for pleasure. It reports the results of surveys, lesson observations and interviews with a sample of students studying at one university in the Northwest of England.Findings suggest that student teachers do not always make these links and that the prevailing influence of school culture, notably mentors, onthe practices of student teachers and their emerging subject knowledge can be significant.
| Item Type: | Article |
|---|---|
| Additional Information: | Teacher Education Advancement Network Journal Copyright © 2023 University of Cumbria |
| Subjects: | L Education > LB Theory and practice of education |
| Divisions: | Education |
| Publisher: | University of Cumbria |
| SWORD Depositor: | A Symplectic |
| Date Deposited: | 27 Nov 2023 14:42 |
| Last Modified: | 27 Nov 2023 14:45 |
| URI: | https://researchonline.ljmu.ac.uk/id/eprint/21759 |
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