Reframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education

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.

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Abstract

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.

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ID Code: 69585
Item Type: Book Chapter
Keywords: HERN
DOI: 10.4018/978-1-4666-4924-8.ch002
ISBN: 9781466649248
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Deposited On: 31 Mar 2014 23:35
Last Modified: 16 Mar 2016 15:14

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