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Full-Text Articles in Education
Social Justice, Pedagogy And Multiliteracies: Developing Communities Of Practice For Teacher Education, Wendy Cumming-Potvin
Social Justice, Pedagogy And Multiliteracies: Developing Communities Of Practice For Teacher Education, Wendy Cumming-Potvin
Australian Journal of Teacher Education
Celebrating and responding equitably to diversity have become increasingly essential for teachers’ work in the new millennium, which is characterized by shifting local and global communities. Aiming to broaden conceptions of teacher education within a predominantly ‘back to basics’ literacy environment, this article draws on selected results from a qualitative study underpinned by the metaphor of communities of practice (Wenger, 1998; Wenger et al., 2002). Conducted in Western Australia, the project involved a small group of pre-service teachers using a pedagogy of ‘Multiliteracies’ (The New London Group, 2000) in face-to-face and on-line settings to construct understandings about literacy learning and …
Perceptions And Pedagogy: Exploring The Beliefs And Practices Of An Effective Primary Science Teacher, Angela Fitzgerald, Vaille Dawson, Mark Hackling
Perceptions And Pedagogy: Exploring The Beliefs And Practices Of An Effective Primary Science Teacher, Angela Fitzgerald, Vaille Dawson, Mark Hackling
Research outputs pre 2011
Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science practitioners by a professional colleague, entered into this research study. This 'entry' phase involved gathering information from classroom observations and teacher interviews to provide background information about the beliefs and practices of these teachers. This paper reports on the findings drawn from one teacher - 'Deanne'.