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Secondary Curriculum Literacy And Teacher Word-Knowledge: Further Findings From A Western Australian Ite Cohort Study, Brian R. Moon, Barbara R. Harris, Anne-Maree Hays
Secondary Curriculum Literacy And Teacher Word-Knowledge: Further Findings From A Western Australian Ite Cohort Study, Brian R. Moon, Barbara R. Harris, Anne-Maree Hays
Australian Journal of Teacher Education
The Australian Government, in its Professional Standards for Teachers and Australian Curriculum framework, requires that all secondary teachers actively teach the specific literacy of their learning area. Yet achievement of that goal hinges on teachers having first acquired the pre-requisite literate competencies during their own schooling. There are reasons to doubt that this is the case for some graduate teachers, which means attempts to raise standards in schools are beset by a troubling circularity. Here we illustrate the problem with further findings from a Western Australian ITE Cohort Study (n=393), focussing this time on the word knowledge of secondary teaching …
Journaling The Art Of Teaching: Multimodal Responding For Narrative Inquiry, Cynthia M. Morawski, Jennifer Rottmann, Elizabeth Afrakomah, Emili Balatti, Meg Christens, Laura Kellar
Journaling The Art Of Teaching: Multimodal Responding For Narrative Inquiry, Cynthia M. Morawski, Jennifer Rottmann, Elizabeth Afrakomah, Emili Balatti, Meg Christens, Laura Kellar
Australian Journal of Teacher Education
Research underscores the integral role that teachers’ recurring narratives play in their everyday teaching agendas. Like the students in their classrooms, teachers comprise a diverse group of individuals representing a myriad of ways to learn and teach, stemming from such factors as pedagogical approaches, prior life experiences, and familial relationships. Applying multimodal learning to response journaling expands teacher candidates’ opportunities to address the role that narratives play in developing their daily repertoires of practice in language arts. Hence, further investigation is needed to expand the range of practices available for fostering teacher narrative inquiry. Methodologically supported by action research in …