Title

Reframing conceptions of contemporary literacy capabilities in pre-service primary teacher education

RIS ID

84425

Publication Details

Honan, E., Exley, B., Kervin, L., Simpson, A. & Wells, M. (2014). Reframing conceptions of contemporary literacy capabilities in pre-service primary teacher education. In J. Keengwe, G. Onchwari & D. Hucks (Eds.), Literacy Enrichment and Technology Integration in Pre-Service Teacher Education (pp. 17-36). Hershey, United States: IGI Global.

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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Link to publisher version (DOI)

http://dx.doi.org/10.4018/978-1-4666-4924-8.ch002