Beyond classroom walls: how industry partnerships can strengthen pre-service literacy teachers' identities

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Abstract

In this chapter, we investigate how a particular partnership between a faculty of education and industry may provide pre-service teachers with experiences that strengthen their understanding of literacy and, as a result, enhance their practices as teachers of literacy. We draw on our work in the ‘Read Like a Demon’ program, a partnership with the Melbourne Football Club in Victoria, Australia, which aims to increase upper primary students’ engagement in independent reading. Our focus though is on the professional learning and identity work of the pre-service teachers (PSTs), who volunteered to participate in the program. Through listening to the stories of the participants, we show how working in alternative sites to schools can provide PSTs with opportunities to evaluate their professional knowledge and reflect on the influence of political and theoretical landscapes on their practice. The PSTs participating in this program identified an increased confidence both in working with a multi-literacy lens and in appreciating literacy as an everyday, situated practice.

Original languageEnglish
Title of host publicationRe-imagining Professional Experience in Initial Teacher Education
Subtitle of host publicationNarratives of Learning
EditorsAngela Fitzgerald, Graham Parr, Judy Williams
Place of PublicationSingapore Singapore
PublisherSpringer
Chapter3
Pages37-54
Number of pages18
Edition1st
ISBN (Electronic)9789811308154
ISBN (Print)9789811308147
DOIs
Publication statusPublished - Jul 2018

Keywords

  • initial teacher education
  • Professional experience
  • teacher identity

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