Does My Job Love Me? - A Story of Transforming While Investigating Newly Qualified Teachers’ Knowledge of and Practices in Early Reading.
type: CreativeWork
description: For nearly 50 years, a vast amount of evidence shows that a Phonological Awareness (PA) deficit is a primary risk factor for reading difficulties (Wagner and Torgesen, 1978 and Kilpatrick, 2012, 2016, 2019). The initial aim of my research in early 2019 was to investigate, over a period of a year, Newly Qualified Teachers’ (NQTs’) knowledge of and practices in early reading, with a specific focus on NQTs' knowledge and understanding of PA. Policy for Education in England requires all teachers to show effective early reading education (Rose, 2009 and Department for Education and Employment, 1998a). According to the Teachers’ Standards (2012), NQTs are expected to demonstrate effective teaching of early reading, including a clear understanding of Systematic Synthetic Phonics, which includes children having PA as a prerequisite for successful early reading development, as defined by Rose (2009) and the Department for Education and Employment (1998a). By using the methodological concepts and analytical framework originating from Activity Theory (AT) (Engeström 1987, 2001, 2011), I took the approach of combining a longitudinal collective case study design. The study included four NQT participants whose data was analysed in a diachronic sequence (Tochon and Munby, 1993) with the data being compared at three points of data collection over the NQTs’ Induction Year (IY). The validity of my research is enhanced by considering individual cases alongside comparisons across multiple cases, allowing for a more interesting understanding of effective practices and areas for improvement. During 2024, my Doctoral Supervision Meetings began to give rise to very different ways of thinking and writing and I started linking my academic contribution to my deeply intertwined personal history of trauma and neglect. I also began to introduce auto-ethnographic methods, and the use of imagery linked to my personal narrative. Using these methods began to unearth deeper feelings of neglect as a c…
abstract: For nearly 50 years, a vast amount of evidence shows that a Phonological Awareness (PA) deficit is a primary risk factor for reading difficulties (Wagner and Torgesen, 1978 and Kilpatrick, 2012, 2016, 2019). The initial aim of my research in early 2019 was to investigate, over a period of a year, Newly Qualified Teachers’ (NQTs’) knowledge of and practices in early reading, with a specific focus on NQTs' knowledge and understanding of PA. Policy for Education in England requires all teachers to show effective early reading education (Rose, 2009 and Department for Education and Employment, 1998a). According to the Teachers’ Standards (2012), NQTs are expected to demonstrate effective teaching of early reading, including a clear understanding of Systematic Synthetic Phonics, which includes children having PA as a prerequisite for successful early reading development, as defined by Rose (2009) and the Department for Education and Employment (1998a). By using the methodological concepts and analytical framework originating from Activity Theory (AT) (Engeström 1987, 2001, 2011), I took the approach of combining a longitudinal collective case study design. The study included four NQT participants whose data was analysed in a diachronic sequence (Tochon and Munby, 1993) with the data being compared at three points of data collection over the NQTs’ Induction Year (IY). The validity of my research is enhanced by considering individual cases alongside comparisons across multiple cases, allowing for a more interesting understanding of effective practices and areas for improvement. During 2024, my Doctoral Supervision Meetings began to give rise to very different ways of thinking and writing and I started linking my academic contribution to my deeply intertwined personal history of trauma and neglect. I also began to introduce auto-ethnographic methods, and the use of imagery linked to my personal narrative. Using these methods began to unearth deeper feelings of neglect as a c…
author: Beaman, Ali
language: eng
date published: 2026-01-01T08:00:00Z
date modified: 2026-07-24T03:49:48Z
provider: University of Plymouth
publisher: Networked Digital Library of Theses and Dissertations
type: WebPage
source organization: University of Plymouth