Nature immersions: teaching reading through a real-world curriculum
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...
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2023-06-01
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| Series: | Australian Journal of Environmental Education |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S0814062622000507/type/journal_article |
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| author | Katherine Bates |
| author_facet | Katherine Bates |
| author_sort | Katherine Bates |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-ef615ece9dd7413ea5f0949f2f17c18a |
| institution | Kabale University |
| issn | 0814-0626 2049-775X |
| language | English |
| publishDate | 2023-06-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Australian Journal of Environmental Education |
| spelling | doaj-art-ef615ece9dd7413ea5f0949f2f17c18a2025-08-20T04:02:27ZengCambridge University PressAustralian Journal of Environmental Education0814-06262049-775X2023-06-013918119810.1017/aee.2022.50Nature immersions: teaching reading through a real-world curriculumKatherine Bates0https://orcid.org/0000-0002-6524-4036Faculty of Arts and Social Sciences, University of Technology Sydney, Sydney, AustraliaDebates 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.https://www.cambridge.org/core/product/identifier/S0814062622000507/type/journal_articleplace-based educationenvironmental consciousnessteacher educationsemioticsphonics |
| spellingShingle | Katherine Bates Nature immersions: teaching reading through a real-world curriculum Australian Journal of Environmental Education place-based education environmental consciousness teacher education semiotics phonics |
| title | Nature immersions: teaching reading through a real-world curriculum |
| title_full | Nature immersions: teaching reading through a real-world curriculum |
| title_fullStr | Nature immersions: teaching reading through a real-world curriculum |
| title_full_unstemmed | Nature immersions: teaching reading through a real-world curriculum |
| title_short | Nature immersions: teaching reading through a real-world curriculum |
| title_sort | nature immersions teaching reading through a real world curriculum |
| topic | place-based education environmental consciousness teacher education semiotics phonics |
| url | https://www.cambridge.org/core/product/identifier/S0814062622000507/type/journal_article |
| work_keys_str_mv | AT katherinebates natureimmersionsteachingreadingthrougharealworldcurriculum |