Nature immersions
Teaching reading through a real-world curriculum
Bibliographic Data
| ID | 21570465 |
|---|---|
| Authors | Katherine Bates (0000-0002-6524-4036, University of Technology Sydney, corresponding author) |
| Year | 2023 |
| Volume | 39 |
| Issue | 2 |
| Pages | 181-198 |
| Publication date | 2023-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Australian Journal of Environmental Education (JOURNAL) |
| Journal identifiers | ISSN: 0814-0626 • E-ISSN: 2049-775X |
| Publisher | Cambridge University Press (CUP) (PUBLISHER) |
| DOI | 10.1017/aee.2022.50 |
| OpenAlex | W4316494239 |
| Language | EN |
| Citations received | 1 |
| References cited | 24 |
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
Action research · Curriculum · Lesson plan · Linguistics · Mathematics education · Pedagogy · Phonics · Primary education · Vernacular · Diverse Educational Innovations Studies · Educational Environments and Student Outcomes · Indigenous and Place-Based Education · Psychology
Handbook of qualitative research
Competencies in Education for Sustainable Development
Teacher Efficacy
Covid‐19 school closures and cumulative disadvantage
Environment-related education topics within global citizenship education scholarship focused on teachers
Agential capacities
Predicting the future achievement of second graders with reading disabilities
Your View of Nature is Not Mine
Examination of images in Australian standardised writing assessments
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |