Empowering Pre-Service Teachers as Enthusiastic and Knowledgeable Reading Role Models Through Engagement in Children’s Literature

Abstract

This article presents early insights from a small-scale action research project designed to promote positive reading dispositions and expand reading repertoires among pre-service teachers at a regional Australian university. Building on Professor Teresa Cremin and colleagues’ seminal Teachers as Readers research in the U.K., the study highlights the critical role of teacher educators in fostering pre-service teachers’ knowledge and enthusiasm. It explores how the use of high-quality children’s literature alongside a reading-for-enjoyment (RfE) pedagogical approach can shape pre-service teachers’ identities as future reading role models. Strategies such as shared read-alouds, book talk, and enjoyment-centred reading practices were employed to strengthen connections with children’s literature. The study also modelled how children’s literature could be used as mentor texts to support curriculum-aligned instruction and develop pedagogical confidence. Wenger’s Communities of Practice theory provides a framework to demonstrate how a children’s literature-based approach and RfE pedagogical practices contribute to the formation of positive reader identities. Amid concerns about improving literacy rates and teacher preparedness for reading instruction, this study illustrates the transformative potential of integrating children’s literature and RfE pedagogy into initial teacher education to cultivate future Reading Teachers capable of inspiring a love of reading and building communities of readers in their classrooms.

1. Introduction

In Australia, the preparation of pre-service teachers (PSTs) in initial teacher education (ITE) has recently received substantial political and public attention. Subsequent government reports have outlined a raft of recommendations aimed at enhancing ITE programs in order to produce effective and confident graduate teachers (e.g., Australian Curriculum, Assessment and Reporting Authority [ACARA], 2023; Australian Government Department of Education, 2023; Parliament of Victoria, 2024; Queensland Government Department of Education, 2023a). While some view the reports as a crucial step towards improving ITE, they have been met with critical consternation for failing to address significant issues (e.g., Brodie, 2023; Green, 2025a; Van Bergen et al., 2024).

In response to this complex context, this study explores the potential of using children’s literature to enhance positive reading dispositions among PSTs and augment their preparedness for classroom reading instruction. Led by the author—a teacher educator and lecturer in primary English curriculum and pedagogy—the ongoing study was planned and implemented within the author’s own ITE coursework. Anchored in action research (AR) methodology, the broader study follows the four spiral phases of AR: plan, act, observe, and reflect in a “fluid, open and responsive” (Kemmis et al., 2014, p. 18) process. This article reports on the first two phases.

The study emphasises the role of high-quality children’s literature and reading-for-enjoyment (RfE) pedagogical practices in ITE as a response to concerns regarding school students’ poor reading outcomes (e.g., Hunter et al., 2024). It addresses challenges pertaining to the preparedness of graduate teachers for effective literacy teaching (e.g., Hanford, 2018; Hindman et al., 2020; Hunter et al., 2024). It highlights the role of teacher educators in cultivating PSTs as enthusiastic readers who inspire a love of reading through engagement with children’s literature. The dual identity of being both a teacher who reads and a reader who teaches is essential for primary classroom teachers. As demonstrated in the seminal Teachers as Readers (TaRs) research (Cremin et al., 2007, 2008, 2009, 2014, 2022, 2024), this identity is linked to deeper engagement with children’s literature and improved pedagogical practices that meaningfully support young students’ reading development.

To understand how engagement with high-quality children’s literature and RfE pedagogical practices contribute to the development of PSTs’ professional confidence and effectiveness, this study utilises Wenger’s (1998) Communities of Practice (CoP) theory. Wenger’s CoP theory emphasises that learning is a social process occurring through participation in shared activities within a community. In the context of ITE, this theory suggests that PSTs’ development as effective Reading Teachers is not merely about acquiring knowledge but also about becoming active members of a community of practice centred around reading and teaching literature.

This article reports on early insights from the study focused on enhancing PSTs’ engagement with children’s literature in the ITE context. The reported research comprises two parts:

• Pre-survey: The initial planning phase involved a pre-survey assessing PSTs’ attitudes and behaviours towards reading. The results highlighted areas for development and informed the design of targeted pedagogical responses;
• Pedagogical intervention: Informed by the pre-survey data, the second phase implemented a pedagogical intervention in which children’s literature was intentionally integrated into Bachelor of Education (BEd) coursework. This integration aimed to model how literary texts can be used to engage primary students in English curriculum learning while also building PSTs’ confidence and capability in using such texts in their future classrooms. A range of RfE practices supported this approach.

The article will outline the current context of reading instruction, detail the theoretical framework and methodological approach employed in the study, present initial insights from the planning and implementation phases, and discuss their implications for teacher education.

2. The Current Context of Reading Instruction

Over the past five years, the science of reading has gained significant prominence in primary years of reading instruction. This evolving body of research is understood as “a corpus of objective investigation and accumulation of reliable evidence about how humans learn to read and how reading should be taught” (Goodwin & Jiménez, 2021, p. S8). For advocates of the science of reading, phonics instruction is promoted as paramount (Cervetti et al., 2020; Howe & Roop, 2021; Reinking et al., 2023). While phonics teaching is widely understood as fundamental for helping students learn to read, concerns exist about an overemphasis on decoding skills and decontextualised phonics instruction, which may narrow reading practices and limit broader engagement with literature (e.g., Jackson et al., 2025).

Reading instruction needs to encompass all aspects of reading development, including the cognitive, social, and affective dimensions. Research suggests that effective reading instruction includes comprehensive coverage of the Big Six (Konza, 2014; Queensland Government Department of Education, 2023b) or Super Seven (Green, 2025b) components of reading development, alongside exposure to authentic literature. This wider-ranging approach fosters a love of reading and develops well-rounded, volitional readers (Bowers, 2020; Goodwin & Jiménez, 2021; Moody et al., 2018; Simpson, 2016). Advocates of a broad approach like Milne (2024) emphasise that solely focusing on phonics can lead to disengagement from the richer, more diverse texts that are critical for cultivating reading motivation and literary enjoyment. Wyse and Hacking (2024) contend that integrating phonics with rich literary experiences is essential for developing skilled, motivated readers.

Children’s literature is a vital resource for fostering children’s reading development. Research supports the use of authentic, context-rich texts for enhancing students’ language and comprehension skills and encouraging deeper engagement with reading (Dawes et al., 2023; Leland et al., 2022; Waugh & Waugh, 2022). Studies by Moody et al. (2018) and Price-Mohr and Price (2020) highlight the importance of embedding vocabulary instruction within meaningful reading experiences that expose students to authentic language. Jackson et al. (2025) maintain that critical engagement with inclusive children’s literature supports deeper literacy learning. King et al. (2024) highlight the transformative potential of diverse children’s literature in shaping young readers’ perspectives and intercultural understanding.

Despite the recognised value of literature-based approaches to reading instruction, educators and researchers have expressed concern over declining reading engagement and proficiency among young people. Reports point to decreasing motivation, diminished reading stamina, and a reduced willingness to engage with extended texts (Hunter et al., 2024; Organisation for Economic Co-Operation and Development [OECD], 2023; Webber et al., 2023). This decline is particularly concerning as there is a well-documented, consistent connection between how much students enjoy reading and their average scores on the PIRLS reading assessment (e.g., McGrane et al., 2017). Addressing the challenges of breadth and depth in reading instruction requires skilled, passionate teachers who can balance phonics instruction with the rich, diverse reading experiences offered by high-quality literature.

3. The Need for Enthusiastic, Knowledgeable Reading Teachers

Teachers play a pivotal role in shaping students’ reading development, habits, and attitudes. Research indicates that teachers who are enthusiastic readers and possess deep knowledge of children’s literature are better equipped to create positive reading cultures and foster sustained reading engagement in their classrooms (Brosseuk, 2020; Cremin et al., 2014; Dawes et al., 2023; King et al., 2024; UNESCO, 2021). In Cremin et al.’s (2014) TaRs project, teachers who showed significant growth in their reader identity and openly shared their emotional responses to literature with students were designated as Reading Teachers. This inspiring distinction is emphasised by the use of capital letters “R” and “T” (Cremin, 2019).

Teachers’ deep knowledge of diverse children’s literature is essential for fostering inclusive, engaging, and critically responsive reading experiences in the classroom. Familiarity with diverse texts enables Reading Teachers to select literature that aligns with students’ interests and needs, thereby enhancing reading motivation and attainment (Oxley & McGeown, 2023; O’Sullivan & McGonigle, 2010). Simpson (2016) highlights the importance of using children’s literature creatively to empower teacher agency and enhance student learning. Her study underscores the impact of political and educational systems on teacher education and advocates critical reading and responses to literary texts for achieving better educational outcomes. Leahy and Foley (2018) emphasise the importance of using diverse children’s literature to foster inclusive classroom environments and to reflect the rich diversity of students’ lives. They argue that teachers have a responsibility to provide a wide-ranging selection of books that meet the diverse needs and interests of all students. Similarly, King et al. (2024) emphasise the critical role of teachers in knowing and selecting diverse children’s literature and creating dialogic spaces that foster critical engagement and sociocultural identity development. By thoughtfully curating inclusive texts and facilitating meaningful discussions around them, teachers enhance young students’ literacy skills and promote a deeper understanding of diverse perspectives.

Not all teachers, however, possess positive reading dispositions or identify as readers. Many lack knowledge and confidence in selecting and using children’s literature to support reading instruction (Cissi et al., 2024; Cremin et al., 2014; Muñoz et al., 2022; Nilsson, 2023). This gap presents a challenge, as teachers who are less engaged with reading may struggle to instil a love of books in their students. Addressing this issue requires deliberate efforts to integrate children’s literature within teacher education programs, ensuring that PSTs develop both the confidence and expertise necessary to cultivate reading engagement in their future classrooms.

4. Initial Teacher Education Preparation

Graduate teachers must be well prepared to deliver effective reading instruction, yet concerns persist about their readiness in this area. In the Australian tertiary context, reports have highlighted a need for stronger connections between ITE programs and effective literacy teaching practices (Australian Government Department of Education, 2023; Hanford, 2018; Hunter et al., 2024).

The complexities of preparing PSTs for reading instruction are multifaceted. Hikida et al. (2019) identified significant knowledge gaps and misconceptions among PSTs regarding reading processes, emphasising the need for standardised definitions and enhanced training modules. Meeks and Stephenson (2020) found that Australian PSTs often lack the specific pedagogical strategies required for effective early literacy instruction, feeling inadequately prepared to translate theoretical knowledge into practical classroom strategies. Both studies underscore the challenge of bridging the gap between theory and practice, with Hikida et al. (2019) recommending more robust intervention programs and continuous professional development, while Meeks and Stephenson (2020) call for more comprehensive training in evidence-based practices.

In addition to gaps in pedagogical knowledge, many PSTs also struggle with developing strong reading identities and confidence in using literature effectively in the classroom. Studies show that many PSTs do not see themselves as engaged readers and often feel unsure about how to select and use children’s books in their classrooms (Cissi et al., 2024; Muñoz et al., 2022; Cremin et al., 2024). An overemphasis on decoding skills and texts can leave PSTs with limited exposure to high-quality children’s literature during their preparation, making it more challenging for them to incorporate books meaningfully into their teaching practices (Cremin & Scholes, 2024; Thompson, 2025; Wyse & Hacking, 2024).

Another contributing factor is a lack of intrinsic motivation to read. This phenomenon has been identified as aliteracy—being able to read but lacking the motivation to do so (Applegate & Applegate, 2004). Research by Cissi et al. (2024), Dengler (2018), and MacPhee and Sanden (2016) highlights how this issue can impact how PSTs approach reading instruction in their own classrooms. A lack of reading motivation ultimately limits their ability to utilise children’s literature effectively and inspire enjoyment of reading in students. Dengler (2018) concluded that teachers must be active readers themselves in order to create meaningful reading experiences and help students develop consistent reading habits. Nathanson et al. (2008) identified low enthusiasm for reading among both in-service teachers and PSTs, contending that ITE programs should place greater emphasis on reading enjoyment to better prepare teachers for engaging students.

Recent reviews have underscored the transformative potential of children’s literature in teacher education. To address concerns around aliteracy, Tovey (2022) recommended embedding meaningful engagement with literature in ITE programs to improve PSTs’ self-perception as readers. Similarly, Thomas et al. (2023) argued that unenthusiastic readers benefit from structured opportunities to develop confidence and engagement with reading. In a comprehensive review of existing research, Flores et al. (2019) highlighted how exposure to high-quality, diverse books can deepen PSTs’ understanding of literacy development and pedagogy while also fostering awareness of the sociocultural dimensions of education. Their findings support the purposeful integration of literature into ITE curriculums to expand PSTs’ critical engagement, literary knowledge, and teaching strategies. Williams (2015) found that PSTs who participated in a unit focused on fostering a love for literature showed a positive shift in their attitudes and motivations towards reading. Other research continues to affirm the value of children’s literature in ITE—not only to build pedagogical skills but also to develop future teachers as advocates for reading enjoyment (e.g., Bland, 2019; Muela et al., 2024; Wanamaker & Bestwick, 2022).

5. The Theoretical Framework

To understand how engagement with high-quality children’s literature and RfE pedagogical practices in ITE contribute to the development of PSTs’ professional confidence and effectiveness, this study draws on Wenger’s (1998) Communities of Practice (CoP) theory. CoP theory conceptualises learning as a social process that occurs through participation in shared activities within a community. In the context of ITE, this perspective suggests that PSTs’ development as effective Reading Teachers involves not only acquiring knowledge but also becoming active members of a professional community centred on reading and literature instruction. Positioning ITE cohorts as a CoP enables an exploration of how structured reading experiences support identity formation and professional growth.

Wenger’s (1998) CoP theory is built on three core components: mutual engagement, joint enterprise, and shared repertoire. Mutual engagement refers to active participation in shared activities and interactions that shape the community. Joint enterprise is the negotiated, collective purpose that members develop together—rather than a pre-determined goal. Shared repertoire encompasses the accumulation of resources—such as language, artefacts, concepts, and pedagogical practices—that members draw upon and negotiate through ongoing participation in the community.

CoP theory provides a valuable lens for understanding how PSTs develop their professional identities through collaborative learning. Research highlights the role of CoPs in fostering knowledge-building (Bottoms et al., 2020), enhancing teacher self-efficacy (la Velle, 2020), and strengthening pedagogical confidence through sustained engagement in meaningful practice (Truscott & Barker, 2020). Studies also demonstrate that CoPs help PSTs bridge the gap between theory and practice (Jimenez-Silva & Olson, 2012) and create spaces for mentorship and reflective learning (Breeze et al., 2025). During times of disruption, such as the shift to online learning during the COVID-19 pandemic, CoPs have been instrumental in maintaining professional connections and pedagogical development (Rand & Snyder, 2021).

Using CoP as a theoretical lens, this study explores how structured engagement with children’s literature may support PSTs’ development as enthusiastic and knowledgeable reading role models. Through this structured engagement, PSTs may develop the confidence, repertoire, and pedagogical practices necessary for effective reading instruction in their future classrooms.

6. The Research Aims

This study uses an action research (AR) methodology to empower PSTs to become enthusiastic, knowledgeable reading role models in primary classrooms. Building on the findings from the literature review, which emphasise the vital role of teachers as readers and the need for teacher education to foster PSTs’ enthusiasm for reading and knowledge of children’s literature, this research seeks to broaden PSTs’ knowledge of children’s books and reading repertoires. Additionally, it aims to equip them with the pedagogical knowledge needed to teach all components of reading effectively. Through intentionally integrating children’s literature into ITE materials and content, the study aims to strengthen PSTs’ reading dispositions, extend their literary knowledge, and enhance their instructional competence across all components of reading. The main question of the study is as follows: How can the integration of children’s literature and reading-for-enjoyment pedagogical practices in ITE enhance PSTs’ reading dispositions, instructional competence, and preparedness for building engaged reading communities in primary classrooms?

7. Research Design

This article reports on the planning and action phases of a broader, small-scale, ongoing action research study. The study investigates how the intentional integration of high-quality children’s literature and RfE pedagogical practices in ITE coursework can enhance PSTs’ development as Reading Teachers. Specifically, it explores how these practices support PSTs’ reading dispositions, instructional competence, and preparedness to foster reading-rich classroom environments. Action research (AR), as a recognised method used in educational contexts, enables iterative interventions to be implemented and evaluated to optimise research aims (Kemmis & McTaggart, 1988; Sagor & Williams, 2016).

The study is structured around the spiral model of AR (Kemmis et al., 2014), which conceptualises AR as a dynamic and transformative process. The model involves interconnected and evolving phases of planning, acting, observing, and reflecting, each informing and reshaping the next in a non-linear, recursive spiral. The broader study is structured around these four phases:

• Planning: Identifying the problem through a pre-survey of PSTs’ reading attitudes and behaviours;
• Acting: Designing and implementing a pedagogical intervention that integrates children’s literature and RfE practices into BEd coursework;
• Observing: Gathering post-intervention data through a follow-up survey and semi-structured interviews;
• Reflecting: Analysing the impact of the intervention to inform future practice, challenge assumptions, and contribute to the transformation of educational practices.

At the time of writing, ethical approval has been granted for the planning and acting phases only. Accordingly, this article reports on these initial phases. It presents preliminary insights from the pre-survey data and details the design and implementation of the intervention. The subsequent phases of observing and reflecting, including post-survey and interview data, are currently underway and will be addressed in a future publication.

Building on diverse educational research, the broader study highlights the potential of AR to enhance teacher preparation for reading instruction. As an example of this potency, AlShamsi et al. (2022) integrated visual arts with literacy teaching for early childhood PSTs in the UAE, increasing engagement and academic language skills. Nel et al. (2024) used mixed-reality simulations in South Africa to bridge theory and practice in reading literacy modules. Wanamaker and Bestwick (2022) explored and refined book tasting in academic libraries through iterative cycles of planning, acting, observation, and reflection, boosting engagement with children’s literature. Martin and Spencer (2020) used the cyclical process to investigate how a graduate course in multicultural children’s literature influenced teachers’ understanding of culturally responsive teaching and enhanced their professional identities. Scheffel et al. (2018) studied PSTs’ engagement with children’s literature and teaching practices through a collaborative book club, continuously refining activities based on feedback and observations, leading to increased enthusiasm and deeper understanding. These examples demonstrate the versatility of AR in enhancing literacy instruction across diverse contexts, providing a foundation for the author’s application of literature-based pedagogy in teacher education.

7.1. The Planning Phase

To assess PSTs’ self-perceptions of their literacy dispositions and behaviours, a pre-survey was developed comprising 30 items, including 5-point Likert scale (Likert, 1932) questions and a small number of open-ended items. As Sagor and Williams (2016) note, “In reality, most action research studies end up making use of both qualitative and quantitative data collection methods” (p. 12). The author developed the survey items to align with the aims of this small-scale study and the requirements outlined in the Australian Curriculum: English v9.0 [AC:E] (ACARA, 2022a). The questions focused on aspects of literacy across the three modes of reading, writing, speaking, and listening. Additionally, they were designed to provide a measure of PSTs’ dispositions in relation to their future professional classroom responsibilities.

For this article, the first three response options—Strongly disagree, Somewhat disagree, and Not applicable to my life—were coded for a negative alignment with the desirable professional identity and role of a Reading Teacher. The latter two options—Somewhat agree and Strongly agree—were coded for a positive alignment. This interpretive framework helped distinguish between weaker and stronger literacy dispositions. Two of these items are reported in this article.

The anonymous online pre-survey was administered via Qualtrics in the first three weeks of the foundational literacy unit in the BEd program. All enrolled first-year PSTs were invited to participate voluntarily, with informed consent obtained in accordance with ethical guidelines. Following data collection, responses were entered into Microsoft Excel, cleaned to remove incomplete submissions, and analysed using descriptive statistics. Frequencies and percentages were calculated to identify patterns in PSTs’ self-reported literacy dispositions and behaviours. The broader study will later employ data triangulation to enhance validity, cross-verify findings, and deepen understanding of the impact of children’s literature and RfE practices in ITE.

Insights from the pre-survey data informed the design of targeted interventions that positioned children’s literature as both a central pedagogical resource and a catalyst for professional learning. These interventions were designed to immerse PSTs in rich, curriculum-aligned literary experiences that deepened their knowledge of children’s literature, expanding their reading repertoires while strengthening their pedagogical confidence. Rather than merely modelling reading practices, the approach aimed to cultivate the knowledge, skills, and dispositions required for PSTs to become effective and enthusiastic Reading Teachers. Tutorials were purposefully designed as dialogic spaces, fostering engagement through shared read-alouds, book discussions, and collaborative meaning-making. These dialogic interactions were central to the planned intervention to demonstrate how talk-rich environments can foster deeper literary engagement and professional learning.

7.2. The Acting Phase

The pedagogical intervention was implemented across three first-, second-, and third-year English/literacy units of the BEd program. As part of their coursework, PSTs were required to select contemporary children’s books and design sequences of learning activities aligned with the primary years English curriculum. Rather than simply illustrating English instruction, the intervention was designed to emphasise how engagement with high-quality children’s literature can build pedagogical confidence.

Over twenty children’s books and RfE practices were included in the planned intervention. Tutorials were structured as dialogic spaces incorporating shared read-alouds, book discussions, and use of mentor texts. This approach aimed to demonstrate how literary texts can be enjoyed, analysed, and used to support curriculum outcomes. As Laminack (2017) observed, noticing how writers evoke emotion strengthens readers’ awareness of language as well as their meaning-making abilities.

The literature-based approach to teaching and learning necessitates immersion in the features of high-quality children’s books, particularly as mentor texts. English (2021) defines a mentor text as “a piece of literature that can be used as a model to demonstrate effective reading and writing skills” (p. 37). In the primary English classroom, teachers use mentor texts to model reading strategies and to guide students in analysing how authors craft language, structure ideas, and evoke emotion. Approaches such as think-alouds support reading comprehension (e.g., Bulut & Ertem, 2018; Chin & Ghani, 2021; Sönmez & Süleyman, 2018), help highlight the deliberate choices authors make and foster a deeper appreciation for literary techniques. Gallagher’s (2023) work demonstrates how engaging with mentor texts enhances students’ reading and writing proficiency through the exploration of real-world examples. Similarly, Dorfman and Cappelli (2023) emphasise how analysing and imitating children’s literature supports students in developing their writing skills, cultivating both creativity and technical accuracy.

In the tertiary context, children’s literature can function as mentor texts to teach PSTs about English curriculum content. In this study, however, its use extended beyond English instruction to explore topics, themes, and concepts within BEd coursework. The intervention aimed to foster deeper meaning-making and critical thinking among PSTs by leveraging aesthetic engagement with the selected children’s books. This pedagogical stance aligns with Dewey’s (1934) perspective that aesthetic engagement surpasses logical reasoning, as its sensorial nature directly engages the body and emotions, leading to transformative shifts in understanding and attitude.

The intervention was designed not only to model effective text selection and instructional strategies but also to prime PSTs’ affective responses. Research highlights the benefits of shared read-alouds for children’s literacy development (e.g., Ledger & Merga, 2018; Walsh & Bracken, 2023), and this intervention was designed to reinforce their importance in shaping identity, pedagogy, and lesson planning competencies. Importantly, the intervention aimed to promote aesthetic engagement, as making reading an enjoyable, socially connected activity can significantly enhance engagement and outcomes (Clark & Rumbold, 2006; Guthrie & Wigfield, 2000; Sun et al., 2023; Tavsancıl et al., 2019).

To support AR planning and implementation, the teacher educator developed curriculum-aligned tables that mapped selected texts to relevant English content and ITE coursework topics. While these tables were not co-constructed with PSTs, they provide clear illustrations of how selected texts such as The lion inside (Bright, 2017), I’m Australian too (Fox, 2017), Can you teach a fish to climb a tree? (Godwin, 2023), and Gary (Rudge, 2016) could be used to support PSTs’ professional development.

As this article focuses on the planning and acting phases of the AR cycle, an analysis of the intervention and outcomes will be presented in future reporting.

8. Preliminary Insights and Discussion

This section presents preliminary insights from two pre-survey items selected for their direct relevance to the theme of this special issue, which focuses on engaging PSTs with children’s literature in ITE. While the full study examines a broader range of aspects of PST literacy dispositions and behaviours, this article reports on two items to ensure a focused discussion aligned with its scope.

8.1. Active Engagement with Texts

The AC:E supports students’ active reading engagement in several ways. It encourages them to respond to, discuss, explore, examine, explain, analyse, interpret, and evaluate literary texts. Students are also supported to make connections to texts, reflect on their meaning, and cultivate strong reading skills for successful participation in life in general. As indicated in the aims of the AC:E, “Students learn to respond personally to literary texts and make connections to their own lives, other texts, and the responses of others” (ACARA, 2022b, Engaging with and responding to literature).

Survey Question 2.2 asked PSTs to rate on a 5-point Likert scale their attention to and engagement in books they select for personal reading. The question was designed to prompt reflection on their own reading practices and to explore alignment with the curriculum’s emphasis on active engagement. In line with the study’s coding framework, responses of Strongly disagree, Somewhat disagree, and Not applicable were coded as negative alignment with the Reading Teacher identity, while Somewhat agree and Strongly agree were coded as positive alignment. The pre-survey responses, however, demonstrated a small but unfavourable trend in engagement (see

Table 1. PST Survey responses to Question 2.2. (response count and percentage).

Q2.2	Year	Strongly Disagree	Somewhat Disagree	Not Applicable to My Life	Somewhat Agree	Strongly Agree	Total
I pay close attention to and actively engage in books I personally choose.	2023	2 (5.4%)	4 (10.8%)	3 (8.1%)	14 (37.8%)	14 (37.8%)	37
	2024	1 (1.6%)	7 (11.5%)	7 (11.5%)	23 (37.7%)	23 (37.7%)	61
	2025	2 (3.6%)	6 (10.7%)	8 (14.3%)	19 (33.9%)	21 (37.5%)	56

). In 2023, 24.3% of PSTs provided an undesirable response to this question. In 2024, this proportion increased slightly to 24.6%, and in 2025, 28.6% (see Figure 1). This trend correlates with earlier research by the author (Green et al., 2025) involving PSTs across three universities, in which a similar percentage expressed impartiality towards reading.

The survey results raise concerns about PSTs’ capacity to cultivate active reading engagement in their future students. If PSTs themselves are not actively engaging with texts, their capacity to create lessons that promote active engagement from their students may be significantly compromised. As affirmed by UNESCO (2021), “Teachers who are not enthusiastic readers cannot promote reading among students” (p. 84).

From a CoP perspective, the results highlight a potential misalignment between PSTs’ current reading behaviours and the desirable shared goal of fostering engaged reading communities. Wenger (1998) emphasises that joint enterprise is developed through negotiation within a community. In this study, the lack of personal engagement with reading among PSTs presents a hurdle to fully participating in this joint enterprise.

The survey data also suggest limited mutual engagement—as many PSTs are not actively participating in the kinds of reading practices they will be expected to model. Without regular, meaningful engagement with literature, PSTs may remain on the periphery of a professional community of Reading Teachers. The intervention was, therefore, designed to create structured, collaborative, and dialogic experiences with children’s literature that support PSTs in moving towards fuller participation in this community of practice.

The word collector (Reynolds, 2018) was one of the first children’s books selected as both a mentor text for primary years English content and a conceptual provocation for developing PSTs’ professional understanding of language and literacy. This delightfully illustrated picture book tells the story of a young boy named Jerome who has a unique passion for collecting words. It was selected as a mentor text during the planning phase of the AR cycle as it directly aligned with the intervention’s goals of modelling curriculum-aligned instruction and fostering metalinguistic awareness through aesthetic engagement with language (see

Table 2. Connections made between the children’s book features and English curriculum content, and connections to ITE coursework content discussion.

Children’s Book: Reynolds, P. H. (2018). The Word Collector (P. H. Reynolds, Illus.). Scholastic.
Australian Curriculum: English content	Children’s Book Features		ITE University Coursework Topics/Concepts/Content for Discussion
Understand how to apply knowledge of phoneme–grapheme (sound–letter) relationships, syllables, and blending and segmenting to fluently read and write multisyllabic words with more complex letter patterns AC9E3LY09	Bohemian Brilliance Effervescent Geometry Guacamole Kaleidoscope Onomatopoeia Symphony Torrential Vociferous		Metalinguistic awareness: Subject-specific terminology E.g., define phonemes and graphemes of English and process of decoding: Grapheme Phonemes Blending Segmenting Complex letter patterns
Understand how to apply knowledge of common base words, prefixes, suffixes, and generalisations for adding a suffix to a base word to read and comprehend new multimorphemic words AC9E3LY10	Wonderful Powerful Attention Collection Infinite Favourite	Collect Collected Collecting Collection Aromatic Poetic Electric	Key definitions of literacy according to: UNESCO ILA ALEA ACARA NSW Department of Education QLD Department of Education
Understand that verbs are anchored in time through tense AC9E3LA08	Collect Did collect Collected Saw Caught Began organising Began stringing Had not imagined Was thinking		Study strategies: Reading comprehension Academic reading Professional reading Using English curriculum/syllabus glossaries
Understand how verbs represent different processes for doing, feeling, thinking, saying, and relating AC9E3LA07	Caught Jumped Popped Moved Knew Imagined Understand Noticed	Were Become Being Describe	Preparing for assessments: Academic writing competencies Professional writing competencies Spelling Punctuation Grammar Cohesion
Understand that a clause is a unit of grammar usually containing a subject and a verb that need to agree AC9E3LA06	Short and sweet words. Jerome collected words. Jerome slipped and his words went flying. As he began to pick them up, he noticed his collections had become jumbled…		Grammatical competence: Phrase structure. Simple sentence structure. Compound sentence structure. Complex sentence structure.

Note: This table illustrates potential connections between the book and Year 3 English curriculum content. It was developed during the planning phase to guide the acting phase of the intervention by modelling how children’s literature can support curriculum-aligned instruction and foster PST professional learning.

). It exemplifies how children’s literature can be used to immerse upper primary years students in engaging word exploration, providing opportunities to apply phoneme–grapheme knowledge. Words like kaleidoscope and onomatopoeia support the decoding of multisyllabic words with complex letter patterns. The book also supports morphological awareness, demonstrating how base words and affixes contribute to meaning.

In addition, its rich and precise verbs illustrate how tense anchors action in time and how verbs represent a variety of processes. The text models diverse phrase, clause, and sentence structures in an authentic context, presenting grammar as a tool for meaning-making rather than sets of isolated rules. More than a vehicle for teaching vocabulary, this children’s picture book embodies a key aim of the AC:E for students to “appreciate, enjoy, analyse, evaluate, adapt and use the richness and power of the English language in all its variations to evoke feelings, form ideas and facilitate interaction with others” (ACARA, 2022b, Aims). Through meaningful engagement with the text, young students can develop essential reading/literacy skills while experiencing the aesthetic beauty and expressive power of language.

The word collector (Reynolds, 2018) serves as an engaging and accessible way for teacher educators to introduce the functional model of language (Halliday, 1985, 2009) upon which the AC:E is structured. By immersing PSTs in the power of words, the book provides a tangible context for exploring how language functions across modes of reading, writing, speaking, and listening. From this foundation, PSTs can develop metalinguistic awareness, refine their understanding of subject-specific terminology, and strengthen their academic and professional literacy competencies. Additionally, the book invites dialogic pedagogy in the tertiary setting, encouraging collaborative discussions on linguistic development and literacy skills. Through active engagement with words, PSTs not only deepen their knowledge but also cultivate the skills needed to support rich literacy experiences in their future classrooms.

Applying Wenger’s (1998) CoP theory, these dialogic interactions—facilitated by the intentionally selected mentor texts—can be seen as early indicators of practices that may contribute to the development of a community of practice over time. The shared domain of interest in English/literacy education, coupled with the shared experience of engaging with this text, fosters mutual engagement as PSTs share knowledge, build relationships, and collaboratively construct their understanding of language and its pedagogical applications.

This process of learning aligns with Wenger’s assertion that participation in social activities is fundamental to knowledge construction and identity formation. It also reflects Wenger’s (1998) notion of knowledge as competence in valued enterprises, highlighting how the shared experience of the children’s literature contributes to PSTs’ proficiency in the meaningful practice of teaching reading. Importantly, Wenger affirms that mastery involves the development of specialised sensitivities, aesthetic awareness, and keen perceptions—all of which support informed pedagogical judgement.

Preliminary reflections from the implementation phase suggest the potential of children’s literature to transform PST engagement with reading pedagogies. For example, using a literary text such as The word collector (Reynolds, 2018) within ITE coursework has served as a powerful resource for modelling curriculum-aligned instruction. This approach is designed not only to enhance PSTs’ curriculum knowledge and subject-specific metalinguistic awareness but also to foster a shared sense of purpose and identity. Rather than simply advocating for knowledge of children’s books, the intervention is designed to lay the groundwork for developing a community of Reading Teachers. The process will be further explored in future phases of the study.

This analysis of the planning and acting phases demonstrates how CoP theory can be used, not only to frame the broader pedagogical approach, but also to interpret specific patterns in the data. The low levels of active engagement reported in Q2.2 reflect a lack of participation in the shared practices that define a professional reading community. By intentionally designing opportunities for PSTs to engage with literature, reflect on their reading identities, and collaborate with peers, the intervention was planned and enacted to strengthen their alignment with the community’s shared enterprise and foster deeper mutual engagement.

8.2. Widening Reading Repertoires

The Literature strand of the AC:E highlights the importance of engaging with a wide range of texts from diverse contexts. Reading widely supports the development of critical and creative thinking. It deepens understanding of the complexity of human experience—an essential foundation for teaching literature in primary classrooms (ACARA, 2022b, Literature strand).

Survey Question 2.3 asked PSTs if they read regularly and widely to expand their knowledge and understanding. This question was designed to encourage reflection on the breadth of their reading practices and the role of diverse texts in shaping their perspectives. Responses to Q2.3 revealed a concerning trend (see

Table 3. PST Survey responses to Question 2.3.

Q2.3	Year	Strongly Disagree	Somewhat Disagree	Not Applicable to My Life	Somewhat Agree	Strongly Agree	Total
I read regularly and widely to expand my knowledge and understanding.	2023	1 (2.7%)	6 (16.2%)	4 (10.8%)	22 (59.5%)	4 (10.8%)	37
	2024	1 (1.6%)	16 (26.2%)	6 (9.8%)	35 (57.4%)	3 (4.9%)	61
	2025	4 (7.1%)	20 (35.7%)	2 (3.6%)	25 (44.6%)	5 (8.9%)	56

). In the 2023 pre-survey, 29.7% of PSTs selected what may be considered undesirable responses. This figure increased to 37.7% in 2024, and by 2025, 46.4% of participants selected Strongly disagree, Somewhat disagree, or Not applicable to my life (see Figure 2). These responses suggest a growing disconnect between PSTs’ reading habits and the capacity to model enthusiastic reading behaviours. This trend is consistent with findings from a previous iteration of the study (Green et al., 2025), in which most PSTs reported limited personal reading.

Although Survey Question 2.3 targeted general reading habits, the implications for ITE and the teaching of English are significant. This focus is not only a pedagogical concern but also a professional one, as it reflects how PSTs are, or are not, beginning to participate in the shared practices of the teaching profession. From a CoP perspective, this trend points to a gap in engagement with one of the core practices that shape professional identity in English teaching: wide and regular reading. As Wenger (1998) notes, meaningful participation in a professional community involves both developing competence and engaging in shared practices. In this case, wide reading functions as a demonstration of subject knowledge and as a pathway into deeper professional participation.

The AC:E underscores the need for teachers to possess broad literary knowledge to guide students through experiences of a diverse range of texts. Without well-developed reading habits, PSTs may lack confidence in selecting, interpreting, and teaching the range of texts required by the curriculum—potentially narrowing their students’ reading experiences. This issue concerns not just the quantity but also the quality and breadth of texts PSTs engage with—what Cremin et al. (2024) refer to as a teacher’s reading repertoire.

It is important to distinguish between knowledge of children’s books and reading repertoire. The former refers to awareness of specific titles, authors, genres, themes, and literary qualities. This knowledge includes familiarity with key works, trends, and award-winning or highly regarded texts in children’s literature as what is available and valuable in the field of children’s books. The latter, as described by Cremin et al. (2024), encompasses the breadth and diversity of texts a teacher has personally engaged with and feels confident discussing, recommending, or teaching. A robust reading repertoire enables teachers to connect literature to curriculum goals, classroom contexts, and students’ needs. The TaRs project (Cremin et al., 2008, 2024) found that widening teachers’ reading repertoires had a positive impact on children’s motivation, reading perspectives, and reading skills.

The AC:E places substantial demands on teachers’ literary knowledge, highlighting the need to be well versed in a diverse array of literary texts. Tompkins et al. (2019) affirm the paramountcy of this requirement, “It is no accident that literature is placed at the centre of the Australian Curriculum: English. Children’s literature is the vehicle that parents and teachers use to introduce children to ways of speaking, reading, thinking, acting and responding.” (p. 3). To meet the AC:E Achievement Standards, students must engage with a wide and diverse array of literary texts. The range includes oral traditions, picture books, novels, poetry, multimodal texts, film, and dramatic performances, spanning both classic and contemporary works from Australia and beyond (see

Table 4. The wide-ranging literary text requirements for teaching and learning in the Australian Curriculum: English v9.0.

	Foundation	Year 1	Year 2	Year 3	Year 4	Year 5	Year 6
Year level descriptions: Each year level has a description with an overview of the learning students should experience. This row displays excerpts from the Australian Curriculum: English v9.0 that pertain to the wide range of literary texts, structures, and features that students are entitled to learn about and from across the primary years.	Across all years: Students engage with a variety of texts for enjoyment.
	The range of literary texts for Foundation to Year 10 comprises the oral narrative traditions and literature of First Nations Australians and classic and contemporary literature from wide-ranging Australian and world authors, including texts from and about Asia
	Texts may include traditional oral texts, picture books, various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts, and dramatic performances. Foundation students develop their reading in a text-rich environment through engagement with a range of texts. This range includes literature that expands and reflects their world and texts that support learning in English and across the curriculum… Developing readers engage with some authentic texts that involve straightforward sequences of events and everyday happenings, some less familiar content, and a small range of language features, including simple and compound sentences, high-frequency words, and other words that can be decoded using developing phonic knowledge.	Texts may include picture books, various types of stories, rhyming verse, poetry, non-fiction, various types of information texts, short films and animations, dramatic performances, and texts used by students as models for constructing their own texts. Year 1 students develop their reading in a text-rich environment through engagement with a range of texts. This range includes literature that expands and reflects their world and texts that support learning in English and across the curriculum… Developing readers engage with authentic texts that support and extend them as independent readers. These texts include straightforward sequences of events and everyday happenings with recognisably realistic or imaginary characters… These texts use a small range of language features, including simple and compound sentences, some unfamiliar vocabulary, high-frequency words, and other words that need to be decoded using developing phonic knowledge.	Texts may include oral texts, picture books, various types of print and digital stories, simple chapter books, rhyming verse, poetry, non-fiction, various types of information texts, short films and animations, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. As Year 2 students transition to become independent readers, they continue to develop their decoding and comprehension skills using a range of texts. Literary texts may include sequences of events that span several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts include language features such as varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words, more complex words that need to be decoded using phonic and morphemic knowledge, and a range of punctuation conventions.	Texts may include oral texts, picture books, various types of print and digital texts, chapter books, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for constructing their own work. Literary texts may describe events that extend over several pages, unusual happenings within a framework of familiar experiences and may include images that extend meaning. These texts use language features including varied sentence structures, some unfamiliar vocabulary, a significant number of high-frequency words that can be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text.	Texts may include oral texts, picture books, various types of print and digital texts, short novels of different genres, rhyming verse, poetry, non-fiction, film, multimodal texts, dramatic performances, and texts used by students as models for creating their own work. Literary texts that support and extend students in Year 4 as independent readers may describe sequences of events that develop over chapters and unusual happenings within a framework of familiar experiences… These texts use language features including varied sentence structures, some unfamiliar vocabulary that may include English words derived from other languages, a significant number of high-frequency words, words that need to be decoded using phonic and morphemic knowledge, a variety of punctuation conventions, and illustrations and diagrams that support and extend the printed text.	Texts may include film and digital texts, novels, poetry, non-fiction, and dramatic performances. The features of these texts may be used by students as models for creating their own work. Literary texts that support and extend students in Year 5 as independent readers may include complex sequences of events, elaborated events including flashbacks and shifts in time, and a range of characters. These texts may explore themes of interpersonal relationships and ethical dilemmas in real-world and imagined settings. Language features may include complex sentences, unfamiliar technical vocabulary, figurative language, and information presented in various types of images and graphics. Texts may reveal that the English language is dynamic and changes over time.	Texts may include film and digital texts, novels, poetry, non-fiction, and dramatic performances. The features of these texts may be used by students as models for creating their own work. Literary texts that support and extend students in Year 6 as independent readers may include elaborated events, including flashbacks and shifts in time, and a range of less predictable characters. These texts may support students’ understanding of authors’ styles. They may explore themes of interpersonal relationships and ethical dilemmas in real-world and imagined settings... Text structures may include chapters, headings and subheadings, tables of contents, indexes, and glossaries. Language features include complex sentences, unfamiliar technical vocabulary, figurative and idiomatic language, and information presented in various types of images and graphics.
Achievement Standards: The achievement standard describes the expected quality of learning students should typically demonstrate. This row displays two/three Achievement Standards from the Australian Curriculum: English (2022a) that pertain to reading development across the primary years from F-6	Read, view, and comprehend texts, making connections between characters, settings, and events and to personal experiences	Read, view, and comprehend texts, monitoring meaning and making connections between the depiction of characters, settings, and events and personal experiences	Read, view, and comprehend texts, identifying literal and inferred meaning and how ideas are presented through characters and events	Read, view, and comprehend texts, recognising their purpose and audience	Read, view, and comprehend texts created to inform, influence, and/or engage audiences	Read, view, and comprehend texts created to inform, influence, and/or engage audiences	Read, view, and comprehend different texts created to inform, influence, and/or engage audiences
	Identify the language features of texts, including connections between print and images	Identify the text structures of familiar narrative and informative texts and their language features and visual features	Describe how similar topics and information are presented through the structure of narrative and informative texts, and identify their language features and visual features	Literal meaning and explain inferred meaning	Describe how ideas are developed, including through characters and events, and how texts reflect contexts	Explain how ideas are developed, including through characters, settings, and/or events, and how texts reflect contexts	Identify similarities and differences in how ideas are presented and developed, including through characters, settings, and/or events, and how texts reflect contexts
				Describe how stories are developed through characters and/or events

Note: The content was drawn directly from the AC:E website: https://v9.australiancurriculum.edu.au/help/website-tour#accordion-58349457f9-item-231aec38c9 (URL accessed on 23 April 2025). All bolded emphases have been added by the author.

).

Meeting these expectations requires more than surface-level familiarity; it demands a well-developed reading repertoire. Teachers must not only know about a wide variety of genres, authors, and text types, as well as their linguistic, structural, and thematic complexities, but also engage with them in ways that allow for confident selection, interpretation, and teaching. A rich repertoire enables teachers to make informed, culturally responsive, and pedagogically effective choices—connecting texts meaningfully to students’ developmental needs and classroom context.

The gap demonstrated in the pre-survey data presents a challenge for teacher educators. It raises critical questions about how ITE can better support PSTs in cultivating the knowledge, repertoire, and dispositions to select, interpret, and teach the diverse range of texts required by the curriculum. Cremin et al. (2014) provide a strong foundation for this inquiry, emphasising that their work was focused less on improving individual reading scores and more on fostering communities of readers through increasing teachers’ knowledge of children’s literature and widening their reading repertoires.

In response to the pre-survey results, Room on our rock (Temple & Temple, 2019) was intentionally selected during the planning phase of the AR cycle as both a mentor text and conceptual provocation. It was chosen to model how children’s literature could be used to support curriculum-aligned instruction and foster critical engagement with inclusive themes. The text’s reversible narrative and underlying messages about displacement and belonging aligned with the ITE coursework focused on understanding texts as pieces of communication constructed within cultural contexts for social purposes (Halliday, 1985).

Used as a mentor text for read-alouds and informal book talk, the book was incorporated into the intervention to enable PSTs to explore text purpose and audience as well as discuss authorial intent, plot tension, and the emotional effects of narrative structure. Activities were planned to focus on identifying language features and exploring how meaning is shaped through text design and reader positioning (see

Table 5. Intended connections between children’s book features and English curriculum content, and ITE coursework for PST professional development.

Children’s Book: Temple, K., & Temple, J. (2019). Room on Our Rock (T. R. Baynton, Illus.). Scholastic Press.
Australian Curriculum: English Content	Children’s Book Features	ITE University Coursework Topics/Concepts/Content for Discussion
Describe the effects of text structures and language features in literary texts when responding to and sharing opinions AC9E4LE02	Effects of hate speech v. effects of counter-speech The book’s contrasting perspectives encourage students to examine character motivations and conflicts.	The functional model of language: Demonstrate knowledge and understanding of the metalanguage used to teach the functional model of language. Analyse a range of texts for their text structure and language features. What is the cultural context? What is the text type? What is the text purpose? Describe the social register? Describe the text structure? Describe the language features? Explore the sentence structures Explore the word choices
Discuss how authors and illustrators make stories engaging by the way they develop character, setting, and plot tensions AC9E4LE03	A dominant speaker addressing an in-group or the broader public to reinforce bias -v.- A speaker addressing those previously excluded, offering them welcome instead of hostility.	Topics for discussion: Literacy for all Global literacy rates Inclusive education: teaching students with diverse needs Policy perspectives English as an additional language or dialect—EAL/D students—considerations as teachers Literacy for diverse learners Inclusive education
Examine the use of literary devices and deliberate word play in literary texts, including poetry, to shape meaning AC9E4LE04	Imperatives “Shoo! Go Away” reinforce exclusion Repeated use of negative negations strengthens the rejection -v.- Imperatives reframed as invitation—“Make our rock your home” transforms a command to leave into a call for belonging. Inclusive language—Words like “welcome”, “our rock”, and “plenty more” signal openness rather than possession.	How cultural and linguistic factors influence students’ literacy learning E.g., Students with a refugee background International students from non-English speaking countries Immigrants to Australia and temporary visa holders from non-English speaking countries Children born in Australia of migrant heritage where English is not spoken at home
Create and edit literary texts by developing storylines, characters, and settings AC9E4LE05	Reversible Story Challenge. Have students experiment with their own short reversible texts, following Room on Our Rock’s structure.

Note: This table illustrates how the book connects to Year 4 English curriculum content and ITE coursework. Developed during the planning phase, it was used to guide the acting phase of the intervention by modelling curriculum-aligned instruction and prompting pedagogical discussion.

). The book’s juxtaposition of hate speech and counter-speech was intended to prompt critical discussion of inclusion, human rights, and ethical teaching practice—key themes in both curriculum and ITE. While this article does not report on observational data, these planned conversations were designed to deepen PSTs’ engagement with the affective and social dimensions of English teaching and encourage personal reflection.

Effective text selection is a nuanced and specialised practice that balances subject-specific curriculum goals with student engagement and broader educational aims. The TaRs research (Cremin et al., 2014) demonstrates how teachers support students’ reading engagement and enjoyment by selecting “potent texts to share” (Powell, 2014, p. 137). The potency of such selections involves multiple considerations, including curriculum relevance, text complexity, representation, artistic qualities, and the capacity to evoke emotional and imaginative responses. Teachers with broad knowledge of children’s literature are better equipped to select potent texts that align with curriculum outcomes while also resonating with students’ experiences, interests, and developmental needs.

Wenger’s (1998) CoP theory underscores the importance of both competence and participation in developing professional identity. During the implementation phase of the AR cycle, this theory guided the creation of activities that allowed PSTs to engage actively with literature and each other. For example, PST-led online discussion threads such as Inside Book Talk were designed to foster collaboration and share pedagogical insights. These spaces were not only about exchanging book recommendations but were integral to the implementation of the AR cycles, as they enabled PSTs to discuss their reading experiences, reflect on their practice, and apply new learning to teaching strategies. In this way, the online discussions became a key part of the intervention, allowing for continuous dialogue around the texts being read and their pedagogical applications in line with the curriculum goals. Their impact will be explored in a subsequent phase of this study.

Through these discussions, the intervention was designed to support PSTs in developing and applying core skills—such as how to choose and use children’s literature effectively in the classroom—while also deepening their understanding of the roles that texts play in fostering inclusive, empathetic, and critical approaches to teaching. These activities were intended to reflect Wenger’s concept of “shared practice”, positioning PSTs not merely as recipients of resources but as participants in developing a shared understanding of how to implement those resources effectively in their own future teaching contexts. The implementation of collaborative learning experiences aimed to enhance PSTs’ reading repertoires and support their ongoing development as teachers who value children’s literature as a vital resource in education.

9. Summary

This article presents early insights from a small-scale, ongoing action research study at a regional Australian university. It explores how the integration of high-quality children’s literature alongside RfE pedagogical practices in ITE creates conditions that could support PSTs’ development in three key areas: their reading dispositions, instructional competence, and preparedness to build engaged reading communities in primary classrooms.

Addressing concerns about PSTs’ general reading habits and their implications for teaching primary English, the study examines how embedding high-quality children’s literature and RfE practices into ITE creates conditions that may enhance PSTs’ engagement with reading and support the development of confidence and competence as future classroom practitioners. Framed by Wenger’s (1998) Communities of Practice theory, this research explores how these practices may contribute to PSTs’ development as confident and enthusiastic Reading Teachers, with the potential for community formation to be examined in later phases of the study.

In the planning phase, a custom survey instrument was designed to explore PSTs’ reading dispositions and self-perceptions as readers and future Reading Teachers. The questions were grounded in the structure and content of the Australian Curriculum: English. Its use in this first cycle of AR provided valuable insights. The lack of piloting and formal validation, however, is acknowledged as a limitation. In line with the spiral model of AR (Kemmis et al., 2014), the instrument will be refined iteratively across future cohorts to enhance its relevance and rigour.

In the acting phase of the project, the intentional selection of children’s literature, coupled with RfE practices, was designed to support PSTs’ development by enhancing curriculum knowledge, refining subject-specific metalinguistic awareness, and modelling effective literature-based teaching strategies. These pedagogical choices aimed to foster deeper engagement with texts and promote the aesthetic and affective dimensions of reading for PSTs.

This study also highlights the role of dialogic pedagogies and affective engagement in creating opportunities for PSTs to develop the sensitivities and embodied understandings needed to foster deep comprehension, emotional connection, and literary appreciation. Through structured engagement with carefully selected children’s literature and RfE practices, PSTs were encouraged to explore the expressive power of language and reflect on their evolving identities as Reading Teachers.

In summary, this article presents the initial phases of a broader action research study, offering insights into how the integration of children’s literature and RfE practices in ITE can create conditions that may enhance PSTs’ personal engagement with reading, confidence in teaching literacy, and capacity to foster reading-rich classroom environments. These early insights underscore the importance of embedding meaningful literary experiences throughout teacher education to cultivate passionate, knowledgeable, and community-oriented Reading Teachers. Future research will examine the longitudinal impact of this approach on PSTs’ dispositions, classroom practice, and student outcomes, as well as its adaptability across diverse educational contexts.

Despite widespread recognition of the importance of teacher enthusiasm in reading instruction, there is a notable absence of recent policy or research explicitly addressing the role of teachers as enthusiastic readers. This gap underscores the need for teacher education programs and policy frameworks to more deliberately cultivate and support teachers’ personal reading identities, particularly given the strong correlation between teacher enthusiasm for reading and student reading engagement. By reinforcing the integral role of children’s literature in shaping enthusiastic and knowledgeable reading role models, this study contributes to broader discussions on strengthening reading instruction through authentic literary engagement. Fostering PSTs’ personal connections with children’s literary texts and encouraging reflective, communal learning may help equip future teachers to build and sustain a culture of reading engagement and enjoyment in primary classrooms.