Kosnik / White / Marshall Building Bridges

Rethinking Literacy Teacher Education in a Digital Era
1. Auflage 2016
ISBN: 978-94-6300-491-6
Verlag: Sense Publishers
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 221 Seiten, eBook

Literacy learning continues to be central to schooling, and is currently of major concern to educators, policy developers, and members of the public alike. However, the proliferation of communication channels in this digital era requires a fundamental re-thinking of the nature of literacy and the pedagogy of literacy teaching and teacher education.   This text brings together papers by experts in teacher education, literacy, and information technology to help chart a way forward in this complex area. Because of their background in teacher education, the authors are realistic about what is appropriate and feasible – they do not just jump on a technology bandwagon – but they are also able to provide extended examples of how to embed technology in the practice of teacher education. “Taking a multi-disciplinary perspective (literacy, teacher education and digital technology) and informed by a range of empirical studies, policy analyses and scholarly reflection, this book makes a unique contribution to the literature on one of education’s most pressing challenges: how we prepare teachers of literacy at a time when understandings of literacy are expanding. Chapters by leading researchers are complemented by those offering illuminating vignettes of practice that, in turn, provide opportunities for interrogation by the rich theoretical toolkit that characterizes the field. The book is thoughtfully structured and manages a coherence that is rare in edited collections. An impressive and heartening read.” – Viv Ellis, Professor of Education at Brunel University, England and Bergen University College in Norway

Zielgruppe

Research

Autoren/Hrsg.

Kosnik, Clare

White, Simone

Marshall, Bethan

Goodwin, A. Lin

Murray, Jean

Inhaltsverzeichnis

1;PRAISE FORBUILDING BRIDGES;6
2;TABLE OF CONTENTS;10
3;FOREWORD;12
4;ACKNOWLEDGEMENTS;14
5;INTRODUCTION;16
5.1;REFERENCES;18
6;SECTION 1: DIGITAL TECHNOLOGY, LITERACY, ANDTEACHER EDUCATION;20
6.1;1. DIGITAL TECHNOLOGIES IN TEACHER EDUCATION:From Mythologies to Making;21
6.1.1;EDUCATIONAL TECHNOLOGY: THE MYTHOLOGY OF BETTER TEACHING, FASTER;21
6.1.1.1;The Mythology of Better Teaching, Faster;23
6.1.1.2;The Mythology of Theory into Practice;24
6.1.2;MOVING FORWARD WITH DIGITAL TECHNOLOGIES IN TEACHER EDUCATION;25
6.1.3;MAKER PEDAGOGY AND TEACHER EDUCATION;28
6.1.4;CONCLUSIONS AND CAUTIONS;31
6.1.5;ACKNOWLEDGMENTS;33
6.1.6;REFERENCES;33
6.2;2. “TIMES ARE CHANGING AND YOU’VE GOT TO KEEP UP”:Negotiating Multiple Literacies within the Context ofTeacher Education;35
6.2.1;LITERACY STUDIES AND THE SOCIAL TURN;36
6.2.2;METHODOLOGY AND DATA SOURCES;38
6.2.3;FINDINGS;39
6.2.3.1;Shifting Conceptions of Literacy;40
6.2.3.2;Broadening Conceptions of Literacy;41
6.2.3.3;Negotiating the Place of “New” Technologies in Literacy Teaching;44
6.2.4;CONCLUSION;45
6.2.5;NOTE;46
6.2.6;REFERENCES;46
6.3;3. THE IMPACT OF POLICY ON TEACHER EDUCATION AND LITERACY EDUCATION IN ENGLAND:Some Notes from a Corner of a Small Island;48
6.3.1;NOTE;57
6.3.2;REFERENCES;58
6.4;4. PREPARING TO TEACH 21ST CENTURY LITERACIES;60
6.4.1;INTRODUCTION;60
6.4.2;DIGITAL LITERACIES – CLASSROOM PRACTICE;61
6.4.3;THE DIGITAL EXPERIENCE OF STUDENTS IN HIGHER EDUCATION;65
6.4.4;THE WAY FORWARD;68
6.4.5;NOTE;69
6.4.6;REFERENCES;70
7;SECTION 2: TEACHER EDUCATION;73
7.1;5. INTEGRATING POETRY-FOCUSED DIGITAL TECHNOLOGY WITHIN A LITERACY TEACHER EDUCATION COURSE;74
7.1.1;INTRODUCTION;74
7.1.2;CONTEXT;74
7.1.2.1;PGCE Student Teachers’ Prior Learning;74
7.1.2.2;Programme Structure;75
7.1.3;WIKI-ED POETRY RESEARCH;75
7.1.3.1;Student Teachers as Writers;76
7.1.3.2;Teaching Poetry Writing and Using Wikis as a Pedagogical Tool;78
7.1.4;POETRY AND DIGITAL INTEGRATION WITHIN THE PGCE ENGLISH PROGRAMME;80
7.1.4.1;Auditing Poetry Subject and Pedagogic Knowledge Needs;80
7.1.4.2;Poetry and Digital Technology within Subject Sessions;80
7.1.4.3;Poetry Websites and Apps;81
7.1.4.4;Critical Reading and Interpretation;82
7.1.4.5;Writing and Composing Activities;83
7.1.5;STUDENT TEACHERS’ DIGITAL PRACTICES AND REFLECTIONS;84
7.1.5.1;Final Reflections on Student Teachers’ Digital Practices;88
7.1.6;ACKNOWLEDGMENTS;88
7.1.7;NOTES;88
7.1.8;REFERENCES;89
7.2;6. LESSONS FOR TEACHER EDUCATORS ABOUT LEARNING TO TEACH WITH TECHNOLOGY;91
7.2.1;TEACHER INTERVIEWS;93
7.2.2;TEACHER PROFILES;94
7.2.3;INVISIBILITY OF TECHNOLOGY;96
7.2.3.1;Ramsey’s Classroom;97
7.2.4;TECHNOLOGY REDEFINING CLASSROOM ROLES AND STRUCTURE;98
7.2.4.1;Diana’s Classroom;99
7.2.5;IMPLICATIONS FOR TEACHER EDUCATION;101
7.2.6;NOTES;103
7.2.7;REFERENCES;103
7.3;7. DIFFERENT APPROACHES TO TEACHER EDUCATION: Maximising Expertise and Re-Examining the Role ofUniversities and Schools;105
7.3.1;BACKGROUND;106
7.3.2;THE REVIEW PROCESS;107
7.3.3;METHODOLOGY;108
7.3.4;PATTERNS AND THEMES THAT EMERGED FROM THE REVIEW PROCESS;108
7.3.4.1;Effective Practice – Models of Teacher Development – How TeachersLearn to Teach;109
7.3.4.2;Ongoing Development beyond ITT;110
7.3.4.3;Careful Structuring of the Student Teacher Journey and Innovative Use of Time;110
7.3.4.4;Teaching Teachers to Observe;112
7.3.4.5;Communities of Practice;112
7.3.4.6;Innovative Use of Time;112
7.3.4.7;Mentoring;113
7.3.5;DISCUSSION: SCHOOL OR UNIVERSITY LED?;113
7.3.5.1;Tensions in Goals and Outcomes;115
7.3.5.2;The Role of HEI;115
7.3.6;CONCLUSION;117
7.3.7;REFERENCES;117
7.4;8. MULTI-MODALITIES IN LITERACY/ENGLISH EDUCATION COURSES;119
7.4.1;INTRODUCTION;119
7.4.1.1;Defining Multi-Modality;119
7.4.1.2;The Moving Image as Multi-Modal;120
7.4.1.3;Film Adaptations;121
7.4.1.4;Shakespeare on Screen;122
7.4.1.5;Student Assignments: Mustafa Ibrahim and Donal Hale’s Grapplings with Shakespeare and Film;124
7.4.2;CONCLUSION;128
7.4.3;NOTE;128
7.4.4;REFERENCES;128
7.4.5;FILMOGRAPHY;129
8;SECTION 3: TEACHER EDUCATORS;131
8.1;9. LITERACY TEACHER EDUCATION AND NEW TECHNOLOGIES:Standards-Based Reforms and the Technologizing Imperative;132
8.1.1;INTRODUCTION;132
8.1.2;TPACK: A CRITIQUE;134
8.1.2.1;The Value of Adding T to PCK?;137
8.1.3;INQUIRING INTO PRACTICE: THE TTF PROJECT;139
8.1.3.1;Teaching Teachers for the Future? The “TTF” Inquiry Group,Vodcasts and Twitter;139
8.1.4;CONCLUSIONS;143
8.1.5;NOTE;144
8.1.6;REFERENCES;145
8.2;10. FOSTERING PROFESSIONAL LEARNING PARTNERSHIPS IN LITERACY TEACHER EDUCATION;147
8.2.1;INTRODUCTION;147
8.2.2;LITERACY TEACHER EDUCATION, PARTNERSHIPS, AND PROFESSIONAL LEARNING;148
8.2.2.1;Literacy (Teacher) Education: Twenty First Century Challenges for Educators;148
8.2.2.2;School-University Partnerships: Procedures, Processes, andGenuine Learning Spaces;149
8.2.3;LITERACY TEACHER EDUCATION IN SCHOOL CONTEXTS: AN AUSTRALIAN CASE STUDY OF PARTNERSHIP;151
8.2.3.1;Learning through Partnerships in Literacy Education;152
8.2.3.2;Professional Learning in Partnerships: Rewards and Challenges;154
8.2.4;DISCUSSION AND CONCLUSIONS;156
8.2.5;REFERENCES;158
8.3;11. NEW KNOWLEDGES FOR TEACHER EDUCATING?:Perspectives from Practicing Teacher Educators;161
8.3.1;THE STUDY;162
8.3.1.1;Context;162
8.3.2;ONE THING I WISH I HAD LEARNED…;163
8.3.2.1;Understanding and Practicing Teacher Education;163
8.3.3;RESEARCH AND PUBLISHING;166
8.3.4;MENTORING;167
8.3.5;OTHER KNOWLEDGES;168
8.3.6;NEW KNOWLEDGES?;168
8.3.7;NEW KNOWLEDGES TOWARD NEW DIRECTIONS;171
8.3.8;NOTES;173
8.3.9;REFERENCES;173
8.4;12. INTERTWINING DIGITAL TECHNOLOGY AND LITERACY METHODS COURSES:Exemplary Practices of Six Literacy/English Teacher Educators;175
8.4.1;CONTEXT;176
8.4.1.1;Changing Nature of Literacy;176
8.4.1.2;Teacher Educators;177
8.4.1.3;Digital Technology;177
8.4.2;SAMPLE AND METHODOLOGY;178
8.4.3;FINDINGS;179
8.4.3.1;Changing Nature of Literacy;180
8.4.3.2;Supporting Student Teacher Learning;182
8.4.3.3;Two Extended Examples of Supporting Student Learning;183
8.4.3.4;Building Community;184
8.4.4;DISCUSSION;186
8.4.5;NOTE;188
8.4.6;REFERENCES;188
9;SECTION 4: MOVING FORWARD;190
9.1;13. LITERACY/ENGLISH TEACHER EDUCATORS MOVING FORWARD:A Cross Case Analysis;191
9.1.1;INTRODUCTION;191
9.1.2;REVIEWING THE CHAPTERS: TEXT AS DATA;192
9.1.3;RETURNING TO THE RESEARCH QUESTIONS;193
9.1.4;ISSUES AND THEMES: IMPLICATIONS FOR SHIFTING PRACTICE;195
9.1.4.1;Theme 1: Intertwining DT with Our Conception of Literacy;195
9.1.4.2;Theme 2: Impact of Standards/Political Context;196
9.1.4.3;Theme 3: Professional Development for Teacher Educators;197
9.1.5;STRATEGIES AND APPROACHES;198
9.1.6;KEY PRINCIPLES;200
9.1.7;CONCLUSION;200
9.1.8;REFERENCES;201
9.2;14. RETHINKING TEACHER EDUCATION PROGRAMS;203
9.2.1;A VISION FOR TEACHER EDUCATION;203
9.2.2;A RESEARCH-BASED TEACHER EDUCATION PROGRAM;205
9.2.3;A CAMPUS PROGRAM THAT EMBODIES OUR VISION;207
9.2.4;A PRACTICUM COMPONENT THAT CONNECTS THE CAMPUS AND THE SCHOOLS;211
9.2.5;AN APPROPRIATE TECHNOLOGY EMPHASIS;212
9.2.6;AN INCREMENTAL APPROACH TO IMPROVEMENT;212
9.2.7;REFERENCES;213
10;ABOUT THE CONTRIBUTORS;216
11;INDEX;220

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