Reframing the role of reading in geography teacher development:Rethinking Wider Reading with the Reteach Project

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Rackley, Kit Marie ORCID: https://orcid.org/0000-0002-9846-8298 and Owen, Catherine (2024) Reframing the role of reading in geography teacher development:Rethinking Wider Reading with the Reteach Project. Teaching Geography, 49 (1). pp. 26-28. ISSN 0305-8018

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Abstract

As effective educators, we recognise the indispensable role of self-reading, evident in the myriad CPD-related texts available. Metacognition, dual coding, geographical inquiry, effective fieldwork – the list is extensive. However, our focus here diverges from commonplace practices. Instead, we explore how pleasure reading and deep reading can enrich teaching and learning, fostering a more extensive reading culture among learners. For the purposes of this article, the term 'wider reading' includes 'extensive reading,' 'deep reading,' and 'reading for pleasure,' particularly embracing fictional and non-academic non-fiction texts.

Item Type: Article
Depositing User: LivePure Connector
Date Deposited: 14 May 2026 15:02
Last Modified: 18 Jun 2026 20:45
URI: https://ueaeprints.uea.ac.uk/id/eprint/103019
DOI:

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