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dc.contributor.authorHonan, Eileen
dc.contributor.authorExley, Beryl
dc.contributor.authorKervin, Lisa
dc.contributor.authorSimpson, Alyson
dc.contributor.authorWells, Muriel
dc.description.abstractThis chapter describes the challenges of integrating new technologies with literacy education in pre-service primary teacher education in Australia. The authors describe the policy context and regulatory mechanisms controlling pre-service education, including a national set of professional standards for graduate teachers, a new national curriculum for school students, the introduction of high stakes national assessment for school students, and the looming threat of decontextualized back-to-the-basics professional entry tests for aspiring teachers. The chapter includes three case studies of the authors’ pedagogical practices that attempt to reframe conceptions of the literacy capabilities of pre-service teachers to reflect the complex and sophisticated requirements of teachers in contemporary schooling. The authors conclude the chapter with a discussion of the implications of these case studies as they illustrate the ways that pre-service teachers can be scaffolded and supported to develop creative capacity and critical awareness of the kinds of literacies required in the digital age despite restrictive regimes.
dc.publisherIGI Global
dc.publisher.placeUnited States
dc.relation.ispartofbooktitleLiteracy Enrichment and Technology Integration in Pre-Service Teacher Education
dc.subject.fieldofresearchHigher Education
dc.titleReframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Education
dc.typeBook chapter
dc.type.descriptionB1 - Chapters
dc.type.codeB - Book Chapters
gro.hasfulltextNo Full Text
gro.griffith.authorExley, Beryl E.

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