Highlighting the achievements of student teachers who are developing their RfP practice
This is the second year we have given Awards to Gold Star Student Teacher Examples of Practice. Teresa Cremin , Roger McDonald and Karen Morris considered all the Examples of Practice that had been uploaded by Student Teachers to the Research Rich Pedagogies website in 2018-2019.
They applied the following criteria:
That the student teacher had enriched their knowledge and understanding through engaging with the Teachers as Readers research about developing children’s reading for pleasure;
The Winners are:
Gold Reading for Pleasure Award
Rielly Smith and Georgia Davis - University of Greenwich
Reading is our jam. This is a fascinating account of two student teachers’ journeys through the TARs research as they begin to appreciate the benefits of communities of readers. The positive impact of social media is apparent and recognition that a broad approach ‘beyond their comfort zone’ is needed if teachers are to ignite in children a real love of reading. It’s also promising to note their planned next steps to focus on widening their knowledge of poetry and texts which recognise diversity.
Silver Reading for Pleasure Award
Sarah Grady – Edge Hill University
Children engaging with the Poe-tree. This was a super idea which Sarah will be able to develop over time with her own class. In addition, impact was identified in highlighting children’s knowledge of poems and poets- as well as seeing themselves as poets. Longer term impact is hard for student teachers on professional practice, but one senses that this NQT will even now be expanding her knowledge of poetry, and tracking the impact of her enriched practice on children’s identities as readers.
Bronze Reading for Pleasure Award
Katie Goodall – University of Cambridge
Perform that poetry. This focused example outlines a breaktime poetry workshop which obviously engaged the young people who signed up and introduced them to a range of poems and poets which they could perform and playfully engage with. It showed initiative from Katie who connected this to her own emerging identity as a Reading Teacher, she also highlighted her intention to build on research as an NQT.
Congratulations to all these student teachers and to their University tutors who supported their journeys as pedagogues and readers. Prizes are on the way!