Nature Immersions: Teaching Reading through a Real-World Curriculum

Autor/in	Bates, Katherine
Titel	Nature Immersions: Teaching Reading through a Real-World Curriculum
Quelle	In: Australian Journal of Environmental Education, 39 (2023) 2, S.181-198 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bates, Katherine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0814-0626
DOI	10.1017/aee.2022.50
Schlagwörter	Reading Instruction; Foreign Countries; Reading Skills; Phonics; Preservice Teacher Education; Preservice Teachers; Interdisciplinary Approach; Natural Resources; Relevance (Education); Knowledge Level; Self Efficacy; Visual Stimuli; Australia + Suchen Sie Ihr Suchwort? Leseunterricht; Ausland; Reading skill; Lesefertigkeit; Lehramtsstudiengang; Lehrerausbildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Natural Ressource; Natürliche Ressource; Relevance; Relevanz; Wissensbasis; Self-efficacy; Selbstwirksamkeit; Australien
Abstract	Debates about teaching reading have long been a part of educational vernacular, frequently reduced to polarised views about phonics. This attention can unnecessarily divert from the cumulative skills required for learning to read and comprehensive research, which indicates the positive influence of systematic phonics instruction on students' reading outcomes. Australian education has recently moved beyond these reading wars to include explicit phonics instruction in a reformed national English Curriculum. This provides an opportune time to engage preservice teachers entering the workforce with strategies that explicitly teach these skills while nurturing young people's ecological consciousness through positive nature connections. With this focus in mind, a participatory action research project involving preservice teachers was undertaken, from which an Eco-Conceptual Framework ensued. The project put immersive activities in place, promoting transdisciplinary ways to develop learners' connections with nature using images collected from participants' real world when learning to read. Results indicate that action research energised preservice teachers' perceived knowledge, self-efficacy about teaching early reading utilising place and skills in designing visual resources. It brings attention to the critical influence of preservice teachers' dispositions and preferred natural spaces on what images are collected and offered when designing early reading activities utilising the natural world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01