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The new English teacher: redesigning pedagogies

Kamler, Barbara and Comber, Barbara 2004, The new English teacher: redesigning pedagogies, English in Australia, no. 139, pp. 131-142.

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Title The new English teacher: redesigning pedagogies
Author(s) Kamler, Barbara
Comber, Barbara
Journal name English in Australia
Issue number 139
Start page 131
End page 142
Publisher Australian Association for the Teaching of English
Place of publication Melbourne, Vic.
Publication date 2004-02
ISSN 0155-2147
Keyword(s) students
working conditions
literacy
teachers
role
research
Australia
social change
curriculum
Summary We want to take you with us for the next hour on a journey – across times, across spaces, across the professional histories of English teaching and across geographical terrains within Australia, from South Australia to Victoria. But most importantly we want to move across generations – across generations of older teachers and younger teachers who are the focus of our current research and our keynote address: those early and first year teachers who are just beginning their careers at the start of the 21st century and those English and literacy teachers who have been committed professionals for around 30 years. In a sense the two groups of teachers we are referring to today can be roughly thought of as the graduating class of 1970 and the graduating class of 2000.
Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2008, RMIT Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30002848

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.