Rethinking the literacy capabilities of pre-service primary teachers in testing times

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Author(s)
Honan, E
Exley, B
Kervin, L
Simpson, A
Wells, M
Griffith University Author(s)
Year published
2013
Metadata
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This paper demonstrates how teacher accreditation requirements can be responsibly aligned with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers to meet changing educational needs and practices. The assessment initiatives introduced in the newly constructed four year undergraduate Bachelor of Education program at one Australian university are described and analysed in light of the debates surrounding pre-service primary teachers’ literacy capabilities. The findings and subsequent discussion have implications for all literacy teacher educators concerned about the impact of standardised ...
View more >This paper demonstrates how teacher accreditation requirements can be responsibly aligned with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers to meet changing educational needs and practices. The assessment initiatives introduced in the newly constructed four year undergraduate Bachelor of Education program at one Australian university are described and analysed in light of the debates surrounding pre-service primary teachers’ literacy capabilities. The findings and subsequent discussion have implications for all literacy teacher educators concerned about the impact of standardised assessment practices on the professional future of teachers.
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View more >This paper demonstrates how teacher accreditation requirements can be responsibly aligned with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers to meet changing educational needs and practices. The assessment initiatives introduced in the newly constructed four year undergraduate Bachelor of Education program at one Australian university are described and analysed in light of the debates surrounding pre-service primary teachers’ literacy capabilities. The findings and subsequent discussion have implications for all literacy teacher educators concerned about the impact of standardised assessment practices on the professional future of teachers.
View less >
Journal Title
Australian Journal of Teacher Education
Volume
38
Issue
10
Copyright Statement
© The Author(s) 2013. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this journal please refer to the journal’s website or contact the author[s].
Subject
Education
Teacher education and professional development of educators