essential insight into current provision for early reading with very young children. Similarly, Appleby and Andrews (2011) suggest that reflective practice is a process which in its most effective form is “complex, multi-faceted personalised and owned by (p. 57). This is intentional within the practitioners” overall design of the research study. The supplementary research questions are: What influences Early Years Teacher practice in the settings in Trainees’ development in reading? encouraging children’s What are the implications of this for the training of EYTs? I will refer to throughout the majority of this study, as the ‘practitioners’ participants were employed practitioners, as well as EYT trainees. I use the terminology of to refer to reading that happens at the ‘early reading’ very beginning of life, but this terminology does not presume that there is a and then an reading stage. Early reading is ‘pre-reading’ stage ‘actual’ ‘reading’. Research focus The focus of this research study is specific to the experiences and challenges of the trainees undertaking the part-time Graduate Employment-Based (GEB) Route, as this route is intended for graduates already working in an early years setting (Boardman, 2012a) and as argued by Brooker (2007), conceivably already leading practice and provision in their early years settings. As I have stated in the research rationale for this particular training route proposal, “the is that this cohort of trainees are already experienced (Boardman, practitioners” 2012a, p. 6). Given that early reading is such a contested debate with such in existence (Joliffe et al., 2012, p. ix) and is a concern for “polarised views” practitioners requiring further training NCTL, 2014, 2015; (‘NQT Survey’, Online 2014, 2015), it seems rational to focus on Ofsted, 2011; ‘Bristol Survey’,
essential insight into current provision for early reading with very young children. Similarly, Appleby and Andrews (2011) suggest that reflective practice is a “complex, multi-faceted process which in its most effective form is personalised and owned by practitioners” (p. 57). This is intentional within the overall design of the research study. The supplementary research questions are: What influences Early Years Teacher Trainees’ practice in the settings in encouraging children’s development in reading? What are the implications of this for the training of EYTs? I will refer to ‘practitioners’ throughout the majority of this study, as the participants were employed practitioners, as well as EYT trainees. I use the terminology of ‘early reading’ to refer to reading that happens at the very beginning of life, but this terminology does not presume that there is a ‘pre-reading’ stage and then an ‘actual’ reading stage. Early reading is ‘reading’. Research focus The focus of this research study is specific to the experiences and challenges of the trainees undertaking the part-time Graduate Employment-Based (GEB) Route, as this route is intended for graduates already working in an early years setting (Boardman, 2012a) and as argued by Brooker (2007), conceivably already leading practice and provision in their early years settings. As I have stated in the research proposal, “the rationale for this particular training route is that this cohort of trainees are already experienced practitioners” (Boardman, 2012a, p. 6). Given that early reading is such a contested debate with such “polarised views” in existence (Joliffe et al., 2012, p. ix) and is a concern for practitioners requiring further training (‘NQT Survey’, NCTL, 2014, 2015; Ofsted, 2011; ‘Bristol Online Survey’, 2014, 2015), it seems rational to focus on
120200555%20Thesis%20Final%20Karen%20Boardman%20April%202017.docx