“I haven’t earned the right to just play around with my literacy programme”: strategies, tactics and policy actors/subjects

Abstract

Purpose The purpose of this New Zealand study is to analyse the influence of the literacy course from an initial teacher education degree, to support beginning teachers to view themselves as policy actors, not mere policy subjects. In our role as teacher educators, we sought to support beginning teachers to find freedom within the constraints of official literacy policy to include multiliteracies. Design/methodology/approach Using de Certeau’s dialectic of strategies and tactics, the authors critically analysed the influence of the literacy course. The data included an assignment from the literacy course, an end-of-literacy course survey and a follow-up interview six months into their first teaching position with a group of five beginning primary school teachers. Findings The findings shed light on our apparent inability to support beginning teachers to see themselves as policy actors/subjects. The analysis reveals the beginning teachers’ tactical responses to our strategies intended to position them as policy actors. The analysis also illustrates how the tactics the authors deployed were viewed as strategies by the beginning teachers, ironically further solidifying the literacy policy they had sought to critique and destabilise and (re)positioning them as policy subjects. Originality/value de Certeau’s framework supported the illumination of the complex interplay of strategies and tactics deployed by ourselves and beginning teachers as the authors sought to support them to identify the freedoms within the constraints of official literacy policy. Any future attempt to develop beginning teachers as policy actors/subjects will benefit from the careful examination of the strategies and tactics at play in initial teacher education.

The application of ARCS motivation model in college oral English teaching

“…In order to facilitate the following teaching cases, more intuitive and clear explanation of each teaching link how to ARCS motivation model based on attention, relevant, confidence, sati faction of the students study interest and attention of strategy, let the student feel learning is closely related to its own strategy, help students to produce confident, motivating students satisfied with their strategies for specific application [12]. On the basis of previous studies, through specific induction and classification of various strategies, the four types of policies are further refined and coded, as shown in Table 1-4 [13].…”

“…After applying several teaching strategies designed by ARCS model to stimulate motivation, a post test was conducted on all students in the experimental class, a total of 109 questionnaires were issued, 109 were returned, and 109 were valid. Data results are shown in Table 5 and Figure 2 [18][19]. By comparing the data before and after, we can find that the students have improved in the factors of attention, correlation, confidence and satisfaction, which shows that the application of ARCS motivation model to oral English teaching for college is effective [20].…”

The Application of modern multimedia Technology in English Teaching

“…(3) Multimedia technology collaboration can realize sustainable teaching Foreign language learning is a process in which learners' knowledge and experience interact with the external environment [8] . It is necessary to maintain a relatively stable teaching environment and prevent distracting stimuli from appearing in foreign language classroom teaching.…”

Network Teaching System of Power Machinery Based on Computer Science

“…It uses the flexible management of learning resources to harness the needs of learners, meet their needs and create different levels of knowledge. Given these connections, the following three aspects should be considered when designing an EMS system for information science [7][8].…”