The sophisticated literacy practitioner and the global pandemic

Abstract

Negative portrayals in the Australian media situate teachers as a problem and teaching as a deficit practice. Society is positioning teachers, especially teachers of literacy, as the reason for poor student performance. In addition, negative media discourse around deficit initial teacher education, especially with regard to the teaching of reading and writing, is adding to the overall assumption that teachers of literacy are failing. This article highlights instances of teacher practice by literacy teachers during the global pandemic of COVID-19 which oppose the 'problem teacher' discourse. Snowball sampling was used to garner seven early years and primary school teachers for interviews, focussing on teacher perceptions of multimodal texts. A Foucaultian lens of governmentality and power and Fairclough's approach to Critical Discourse Analysis (CDA) were used as lens and method of analysis. The findings of this study indicate that these participant teachers have been sophisticated practitioners in their planning and practice during the pandemic, despite the institutional barriers and extreme disruptions experienced. On reflection, therefore, the constructed societal discourse around 'problem teachers' needs to be reviewed and adjusted.

Teacher Performance in Online Learning during the COVID-19 Pandemic: A Systematic Literature Review

“…In COVID-19, teachers are preoccupied with the management and techniques of utilizing digital devices for learning. Strengthening teachers' knowledge and skills in utilizing digital technology effectively and efficiently have become an important agenda for governments worldwide [80]. Therefore, digital-based teachers' performance is a priority for the government in realizing quality learning.…”

Application of Augmented Reality Technology in the Teaching of Literacy at Low Learning Stage

“…McHardy and Chapman aimed to determine the strategies used by adult readers with lower skills that can best predict the word reading performance in standardized reading tests and determine the word reading strategies used by adult readers with lower skills [4]. Lynn and Deb put forward negative media comments about the lack of primary teacher education, especially in the teaching of reading and writing, which is increasing the overall assumption that literacy teachers fail [5]. Barnes used the digital sociological description of the online events related to the 2018 phonetics debate sponsored by the Australian Education Research Center and the Independent Research Center of the Tink Tank, which aimed to clarify and challenge the contemporary understanding of literacy teaching politics [6].…”

Políticas públicas para el adulto mayor en época de pandemia por COVID- 19

“…La pandemia hace que la persona presente síntomas graves como una enfermedad de las vías respiratorias y puede complicar la situación de esta según los grupos de edad. Si bien muestra un curso leve de la enfermedad en la población más joven, puede causar síntomas graves y un mayor riesgo de mortalidad, especialmente entre las personas mayores y aquellas con problemas de salud previos (Downes & Brosseuk, 2021). Como resultado del curso de esta enfermedad y las tasas de mortalidad, muchos países han establecido reglas estrictas para contrarrestar un brote.…”