Teachers of reading: Where new narratives in the virtual inform practice
Abstract
This paper will address the role of teacher educators teaching literature as provocateurs; creators of new possibilities and professional community builders. It will describe and critique ways effective change can be managed in the teaching of reading using a virtual school. It will focus on the teacher as reader, the pleasures of reading, sharing ideas in the company of others and the act of interrogating the familiar; in a virtual context where alternative narratives are constructed to disturb tradition. The focus of the study is a blended learning subject (face to face and online) in a university Teacher Education Program with pre-service teachers in the final year.
Reference
Latham, G., & Faulkner, J. (2013). Teachers of reading: Where new narratives in the virtual inform practice. Australian Journal of Language and Literacy, The, 36(1), 56.
Journal
Australian Journal of Language & Literacy
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
- Literacy methods course
- University
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
70
Duration of Data Collection
Data Sources
- anecdotal notes
- Course evaluations
- journal entries
- online discussions
- Questionnaires
- Video
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
"How can the virtual be utilized to provoke new thinking about teaching reading for dramatically new learners?
Is this research question explicit from the manuscript? Yes
How can newly-constructed narratives alter pre-service teachers’ practices in reading?
Is this research question explicit from the manuscript? Yes