Education Commons^™

The Responsive Reading Teacher, Gloria R. Latham

Australian Journal of Teacher Education

This paper describes the ways in which a literacy educator attempted to shift her own and pre-service teachers’ mindsets towards the needs of 21^st Century literacy learners by employing a pedagogy of discomfort. The focus of the disruption was on contesting normative practices and content while developing and refining novice teachers’ skills in questioning, listening, noticing, and responding to children, as well as explicit teaching and assessing reading for learning in primary school settings.