Building an Evidence Base for Teaching Phonics in Early Years Classrooms

This chapter explores the professional learning experiences of teachers who were part of a study that explored the teaching of phonics in context. In total, 45 teachers from 18 focus schools engaged in professional learning, practice, and reflection that considered how phonics can be taught within schools in Victoria, Australia. The results presented in this chapter suggest professional learning that produces meaningful and long-term pedagogical change values the professional knowledge and practices teachers have and use. When research, policy informants, and teacher knowledge are valued equally and crafted into teacher professional learning, whereby teachers are respected for their practice and knowledge, the environment of professional learning can be one of growth. Data in this study highlights the importance of research-informed practice, professional learning, and opportunity for critical reflection as significant pillars which encouraged pedagogical change and innovation within the teaching of phonics. To conclude, this chapter makes explicit links to the Quality Use of Research in Education (QURE) Framework to illustrate teachers’ thoughtful connections with research, positioning teachers as agentic, as they engaged with the complexities of early reading instruction.