Turning pages, transforming practice: informing and enhancing the design and delivery of pedagogy of reading in initial teacher education through action research

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dc.check.chapterOfThesisembargo on open access until August 2028en
dc.check.date2028-09-01
dc.contributor.advisorMurphy, Brian
dc.contributor.advisorDennehy, Niamh
dc.contributor.authorFortune, Niamhen
dc.date.accessioned2026-09-29T10:27:12Z
dc.date.available2026-09-29T10:27:12Z
dc.date.issued2026-04-13
dc.date.submitted2026-04-13
dc.description.abstractThis action research study investigates effective approaches for preparing student teachers in ITE to teach reading in primary schools. Drawing on my 20 years of experience as a teacher educator, I sought to critically examine my own practice and explore how best to prepare future reading teachers. A review of existing research revealed diverse perspectives on the content of professional preparation education programmes in reading, with some agreement on the core elements that should be included. However, there was less clarity regarding the most effective methodologies for delivering such programmes. Guided by my student-centred values, I aimed to involve student teachers directly in the programme’s design rather than delivering a pre-designed curriculum. Over the four cycles of action research with a group of final-year Bachelor of Education students, both the participants and I engaged in critical reflection, with insights from each cycle shaping the next cycle. This iterative process led to the identification of four key themes focusing on student teacher values, agency, critical engagement and identity development. The findings explore the process of designing responsive and inclusive pedagogy-focused modules in initial teacher education to activate student teachers as knowledgeable, confident, agentic and reflective practitioners in the classroom. These findings will have implications for the future design and delivery of reading pedagogy modules and wider teacher education programmes in higher education.en
dc.description.statusNot peer revieweden
dc.description.versionAccepted Versionen
dc.format.mimetypeapplication/pdfen
dc.identifier.citationFortune, N. M. 2026. Turning pages, transforming practice: informing and enhancing the design and delivery of pedagogy of reading in initial teacher education through action research. PhD Thesis, University College Cork.
dc.identifier.endpage478
dc.identifier.urihttps://hdl.handle.net/10468/19355
dc.language.isoenen
dc.publisherUniversity College Corken
dc.rights© 2026, Niamh Fortune.
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectAction researchen
dc.subjectInitial teacher educationen
dc.subjectPedagogy of readingen
dc.subjectStudent teacher agencyen
dc.subjectCo-created curriculumen
dc.subjectProfessional identityen
dc.titleTurning pages, transforming practice: informing and enhancing the design and delivery of pedagogy of reading in initial teacher education through action research
dc.typeDoctoral thesisen
dc.type.qualificationlevelDoctoralen
dc.type.qualificationnamePhD - Doctor of Philosophyen
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