Rethinking the literacy capabilities of pre-service primary teachers in testing times
Honan, Eileen, Exley, Beryl, Kervin, Lisa, Simpson, Alyson, & Wells, Muriel (2013) Rethinking the literacy capabilities of pre-service primary teachers in testing times. Australian Journal of Teacher Education, 38(10), pp. 48-63.
As a group of committed literacy teacher educators from five universities across three Australian states, the authors bring professional critique to the problematic issue of what counts in current and possible future measures of pre-service teachers’ literacy capacity. In times when normalising models of literacy assessment ignore innovative developments in technologies, we provide an example of what is happening at the ‘chalk-face’ of literacy teacher education. This paper describes a study that demonstrates how responsible alignment of teacher accreditation requirements with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers will help address changing educational needs and practices (AITSL 2012; Gillen & Barton 2010; Hattie 2003; Johnson, Smith, Willis, Levine & Haywood 2011; Klein 2006; Masny & Cole 2012; OECD 2011).
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|Item Type:||Journal Article|
|Keywords:||preservice teachers, literacy capabilities, digital literacies, teacher accreditation, HERN|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)|
|Divisions:||Current > Research Centres > Children & Youth Research Centre
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2013 Please consult the authors|
|Deposited On:||03 Sep 2013 22:29|
|Last Modified:||29 Oct 2014 04:29|
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