Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education
Contribuinte(s) |
Keengwe, Jared Onchwari, Grace Hucks, Darrell |
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Data(s) |
2014
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Resumo |
This chapter describes the challenges of integrating new technologies with literacy education in pre-service primary teacher education in Australia. The authors describe the policy context and regulatory mechanisms controlling pre-service education, including a national set of professional standards for graduate teachers, a new national curriculum for school students, the introduction of high stakes national assessment for school students, and the looming threat of decontextualized back-to-the-basics professional entry tests for aspiring teachers. The chapter includes three case studies of the authors’ pedagogical practices that attempt to reframe conceptions of the literacy capabilities of pre-service teachers to reflect the complex and sophisticated requirements of teachers in contemporary schooling. The authors conclude the chapter with a discussion of the implications of these case studies as they illustrate the ways that pre-service teachers can be scaffolded and supported to develop creative capacity and critical awareness of the kinds of literacies required in the digital age despite restrictive regimes. |
Identificador | |
Publicador |
IGI Global |
Relação |
http://www.igi-global.com/chapter/reframing-conceptions-of-contemporary-literacy-capabilities-in-pre-service-primary-teacher-education/91898 DOI:10.4018/978-1-4666-4924-8.ch002 Homan, Eileen, Exley, Beryl, Kervin, Lisa, Simpson, Alyson, & Wells, Muriel (2014) Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education. In Keengwe, Jared, Onchwari, Grace, & Hucks, Darrell (Eds.) Literacy Enrichment and Technology Integration in Pre-Service Teacher Education. IGI Global, Hershey, PA, pp. 17-36. |
Fonte |
Faculty of Education; School of Early Childhood |
Palavras-Chave | #HERN |
Tipo |
Book Chapter |