Teacher education and critical inquiry : the use of activity theory in exploring alternative understandings of language and literacy
Doecke, Brenton and Kostogriz, Alex 2003, Teacher education and critical inquiry : the use of activity theory in exploring alternative understandings of language and literacy, in NZARE/AARE 2003 : Educational research, risks and dilemmas : New Zealand Association for Research in Education and the Australian Association for Research in Education, [Australian Association for Research in Education], [Coldstream, Vic.], pp. 1-18.
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NZARE/AARE 2003 : Educational research, risks and dilemmas : New Zealand Association for Research in Education and the Australian Association for Research in Education
van Til, E.
[Australian Association for Research in Education]
Place of publication
This paper explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. It argues that current discourses of professionalism are incommensurate with a view of literacy as social practice and that they disregard complex semiotic ecologies in which both school and university students operate. Graduate teachers are constructed as the ‘providers’ of decontextualised literacy skills to school students whose existing communication networks are ignored. Rejecting this narrow view of professional practice, we draw on activity theory to analyse the social configuration of tertiary students’ identities and the textual resources that mediate their professional learning. This kind of research is needed to reveal the contradictions within and between activity systems in which tertiary students participate as well as to construct possible solutions to the contradictions identified.
Reproduced with kind permission of the copyright owner.
Field of Research
130204 English and Literacy Curriculum and Pedagogy (excl LOTE, ESL and TESOL) 130313 Teacher Education and Professional Development of Educators
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