Inspiring Engagement through Reading and Writing with Children’s Literature in Initial Teacher Education
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 30 December 2024 | Viewed by 419
Special Issue Editors
Interests: teacher education and professional learning; english and literacy; children’s literature; elearning; visual literacy; blended learning; discourse analysis; pedagogy; learning sciences
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
This is a call for papers for a Special Issue concerning "Inspiring Engagement through Reading and Writing with Children's Literature in Initial Teacher Education." Past research has demonstrated the impact that extensive engagement with literature can have on children's reading and writing (Jerrim and Moss, 2019; Simpson and Cremin 2022). Research has also demonstrated that initial teacher education is the context in which pre-service teachers shape their literate identities as reading and writing teachers (Farrar and Simpson, 2023; Hikeda et al, 2019; Simpson and Cremin 2022). This Issue encourages the further exploration of theoretical and practical approaches showing how learning through children’s literature can inspire a love for reading and writing and the knowledge and skills that are needed to teach it.
We are seeking to publish theoretically grounded, empirical studies that exemplify how children's literature can effectively engage pre-service teachers in pedagogic experiences that will improve their future reading and writing instruction. Authors are encouraged to provide insights into how curriculum design and pedagogical strategies impact on pre-service teacher and student outcomes. Submissions should reflect a social-cultural approach to learning, emphasising the role of children's literature in creating meaningful and engaging reading and writing experiences.
We invite submissions from researchers representing international perspectives, showcasing diverse initial teacher education contexts and practices.
Prof. Dr. Alyson Simpson
Dr. Deb Brosseuk
Guest Editors
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- children's literature
- reading for pleasure
- reading
- writing
- teacher education
- engagement
- pedagogy
- literate identity
- literacy
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