2013
DOI: 10.14221/ajte.2013v38n10.3
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Rethinking the Literacy Capabilities of Pre-Service Primary Teachers in Testing Times

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Cited by 8 publications
(11 citation statements)
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“…Some of the abovementioned report findings have been criticised and dismissed for taking a narrow linguistic, and unreasonable deficit view of the knowledge of teachers, claiming they do not represent the broader range of knowledge teachers possess, such as knowledge of critical, digital and multimodal literacies (Honan, Exley, Kervin, Simpson, & Wells, 2013). However, while these other areas of language and literacy may be better understood by teachers, and form a substantial component of the Australian Curriculum, this does not mean that teacher KAL should be dismissed as essentially deficit in nature and excluded.…”
Section: Kal and Personal Literacy Policy Driversmentioning
confidence: 99%
“…Some of the abovementioned report findings have been criticised and dismissed for taking a narrow linguistic, and unreasonable deficit view of the knowledge of teachers, claiming they do not represent the broader range of knowledge teachers possess, such as knowledge of critical, digital and multimodal literacies (Honan, Exley, Kervin, Simpson, & Wells, 2013). However, while these other areas of language and literacy may be better understood by teachers, and form a substantial component of the Australian Curriculum, this does not mean that teacher KAL should be dismissed as essentially deficit in nature and excluded.…”
Section: Kal and Personal Literacy Policy Driversmentioning
confidence: 99%
“…One interesting pattern visible in these studies is that they were almost all situated within teacher preparation coursework and that many of the authors of the papers were the teachers of these courses. Seven of these courses appeared to be mandatory (Kingsley, 2010;Ajayi, 2010;Hungerford-Kresser et al, 2011Honan et al, 2013;Mills & Chandra, 2011;Reid, 2011;Rosaen & Terpstra, 2012); only one was optional (Burnett, 2011). Four studies did not make clear which kind of courses they were.…”
Section: Findings and Discussionmentioning
confidence: 99%
“…elementary, primary; secondary), we interpreted a focus on "English education/English subject area" to mean secondary preservice teaching courses and "language arts/literacy" as referring to pre-service teachers enrolled in elementary or primary school specializations. Thus, three studies were grounded in elementary or primary school level literacy or language arts teaching (Burnett, 2012;Rosaen & Terpstra, 2012;Honan et al, 2013), three studies spanned kindergarten to Grade 12 pre-service teachers (Ajayi, 2010;Ajayi, 2011;Dymoke & Hughes, 2009), and three studies focused on preparing secondary English teachers (Gomez et al, 2010;Howard, 2014;Hundley & Holbrook, 2013). The present authors were surprised by this balance in school levels, believing that the increasingly regulated and locked-down early schooling literacy/language arts curricula now operating in many countries (cf., Honan et al, 2013;Knobel & Kalman, 2016) would have dissuaded the inclusion of digital literacies in primary or elementary school specializations.…”
Section: Findings and Discussionmentioning
confidence: 99%
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“…These included the need to embed academic literacy and numeracy in the university curriculum and the development of support programs that recognise the learners' points of need. While much of the formal literature concerning ITE literacy and numeracy programs opposes the use of a deficit framework (Honan, Exley, Kervin, Simpson & Wells, 2013;Jonsmoen & Greek 2016;McWilliams & Allan 2014;Moles and Wishart 2016;Rosetto & Wilkins, 2015;Thies, Wallis, Turner & Wishart 2014), policies that target teacher education standards and rely on scored selection processes support a deficit view as they focus on standardised testing and results. With the commencement of LANTITE testing within a higher education landscape, in which pre-service teacher populations are increasingly diverse, universities are finding that it is imperative that they establish workable and effective literacy and numeracy programs for pre-service teachers.…”
Section: Numeracy Supportmentioning
confidence: 99%