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dc.contributor.authorHonan, Eileenen_US
dc.contributor.authorExley, Berylen_US
dc.contributor.authorKervin, Lisaen_US
dc.contributor.authorSimpson, Alysonen_US
dc.contributor.authorWells, Murielen_US
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.en_US
dc.publisherIGI Globalen_US
dc.publisher.placeUnited Statesen_US
dc.relation.ispartofbooktitleLiteracy Enrichment and Technology Integration in Pre-Service Teacher Educationen_US
dc.subject.fieldofresearchHigher Educationen_US
dc.titleReframing Conceptions of Contemporary Literacy Capabilities in Pre-Service Primary Teacher Educationen_US
dc.typeBook chapteren_US
dc.type.descriptionB1 - Book Chapters (HERDC)en_US
dc.type.codeB - Book Chaptersen_US
gro.hasfulltextNo Full Text

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