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Language and Literacy Education Commons™
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Pre-Elementary, Early Childhood, Kindergarten Teacher Education
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Full-Text Articles in Language and Literacy Education
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Towards Pre-Service Teachers’ Theory-Praxis Nexus In Early Years English And Literacy Education: A Pilot Study, Maryanne Pale, Sarah Ohi, Lyn Kee
Australian Journal of Teacher Education
International literature highlights that a perennial challenge for initial teacher educators is to guide Pre-Service Teachers (PSTs) to develop a comprehensive understanding of the relationship between theory and practice. Whilst there is a growing body of research that examines the relationship and/or the gap between theory and practice in teacher education, there remains a paucity of research that examines this phenomenon in the teaching of English and literacy units in higher education. This pilot study examined how PSTs from two Australian universities made connections and/or links (nexus) between their academic knowledge (theory) and professional experience (praxis) for the teaching of …
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
The Exclusive White World Of Preservice Teachers’ Book Selection For The Classroom: Influences And Implications For Practice, Helen Adam, Anne-Maree Hays, Yvonne Urquhart
Australian Journal of Teacher Education
This paper reports on a study of the children’s book preferences of 82 Preservice teachers (PSTs) at one Western Australian University. The study found PSTs preferred older books published during their own childhood or earlier. Further, representation of people of colour was limited to only 8 of 177 titles listed by PSTs. Key influences on their preferences were their personal favourite books and those used by mentor teachers during practicum experience. The outcomes of this study have implications for curriculum development and implementation of Initial Teacher Education courses, and in turn, for equitable outcomes of the future students of PSTs.