Literacy and numeracy at the crossroads: a return to modernity or a futures orientation in preservice teacher education
Klein, Mary (2006) Literacy and numeracy at the crossroads: a return to modernity or a futures orientation in preservice teacher education. In: Proceedings of the 2006 Australian Teacher Education National Conference, pp. 256-264. From: 2006 Australian Teacher Education National Conference, 5-8 July 2006, Fremantle, WA, Australia.
PDF (Published Version)
Restricted to Repository staff only
The report on the National Inquiry into the Teaching of Literacy makes substantial criticism of teacher education programs, suggesting that they are not upholding the high standards expected of them regarding the literacy competencies of their graduates. Similar concerns are expressed in relation to preservice teachers’ levels of numeracy. In each case, an immediate move ‘back to the basics’ seems to be the panacea to which teacher education should return to redress current deficits. However, in teacher education we find ourselves at a crossroads, recognising that how one thinks about and teaches for literate and numerate participation in a global world is heavily informed by one’s own learning experiences in literacy and life. Should our programs take a right turn, back to the ‘basics’, a left turn to a constant disruption of old patterns and routines of learning to extol the virtues of teaching for multiple literacies, or is there a path ahead where teaching professionals of the future can productively draw from a variety of discourses while finding their own way?
|Item Type:||Conference Item (Refereed Research Paper - E1)|
|Keywords:||mathematics education; teacher education; 'new times'|
|Date Deposited:||08 Dec 2009 01:01|
|FoR Codes:||13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 100%|
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939999 Education and Training not elsewhere classified @ 100%|