Developing Pre-Service Teachers’ Pedagogical Content Knowledge for Reading for Pleasure
What Is Missing? What Next
Bibliographic Data
| ID | 22043865 |
|---|---|
| Authors | Helen Hendry (0000-0001-9615-1652, The Open University, corresponding author), Teresa Cremin (0000-0001-6454-7900, The Open University), Anna Harrison (0000-0002-1673-8486, University of Roehampton) |
| Year | 2025 |
| Volume | 15 |
| Issue | 5 |
| Pages | 588 |
| Publication date | 2025-05-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15050588 |
| OpenAlex | W4410239498 |
| Language | EN |
| Citations received | 1 |
| References cited | 58 |
Across the UK, Reading for Pleasure (RfP) is included in national curricula, yet children’s engagement as readers appears to be declining. Equipping pre-service teachers with the knowledge to develop RfP pedagogy in their classrooms is vital. Previous studies have identified knowledge of diverse children’s literature as central to RfP pedagogy. However, data indicate that teachers and pre-service teachers rely on a narrow childhood canon. Furthermore, in initial teacher training (ITT), developing teachers’ knowledge of children’s literature may be limited to an optional specialism. This study offers a starting point for ITT provision that develops pedagogical content knowledge for RfP. A total of 595 pre-service teachers’ questionnaire responses from 10 UK universities are reported about their expectations of RfP pedagogy and knowledge of children’s literature. Data showed their limited knowledge of children’s authors and illustrators and highlighted striking gaps in their understanding of RfP pedagogy with little difference between student teachers who read regularly or those who rarely read in their free time. Recommendations for new initiatives to address identified gaps in pre-service teachers’ pedagogical content knowledge for RfP are discussed
Content analysis · Knowledge level · Linguistics · Mathematics education · Multimedia · Pedagogy · Pleasure · Sociology · Computer Science · Education and Technology Integration · Education Methods and Practices · Mathematics Education and Teaching Techniques · Psychology
Self-Determination Theory
PIRLS 2021 International Results in Reading
How Reading Motivation and Engagement Enable Reading Achievement
Responsible Reading
“You Learn So Much from Reading for Pleasure”
Reading for pleasure
Different fiction genres take children’s memories to different places
Understanding reading motivation across different text types
The ups and downs of reading across content areas
Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other—A Longitudinal Study Across Grades 1 and 9
Expanding Approaches to Thematic Analysis
Those Who Understand
Reading Is About Relating
The online survey as a qualitative research tool
Reading habits and attitudes in first-year EFL student teachers and their implications for literature course design in an Austrian study programme
Literature in decline? Differences in pre-service and in-service primary school teachers' reading experiences
The construction of subject matter knowledge in primary science teaching
Writing as a craft
The link between fiction and teenagers’ reading skills
Reading for pleasure and progress in vocabulary and mathematics
Knowledge foundations for teaching reading and spelling
Knowledge and Teaching
Pedagogical content knowledge in science education
Student-staff co-creation in higher education
Content Knowledge for Teaching
| Citations per year | 1 |
|---|---|
| Citation span | 2026 - 2026 (1) |
| Highly cited | No |