Teacher education and critical inquiry : the use of activity theory in exploring alternative understandings of language and literacy
Doecke, Brenton and Kostogriz, Alex 2005, Teacher education and critical inquiry : the use of activity theory in exploring alternative understandings of language and literacy, Australian journal of teacher education, vol. 30, no. 1, pp. 15-26.
(Some files may be inaccessible until you login with your Deakin Research Online credentials)
This article explores the challenges of espousing a critical pedagogy within the managerial climate that presently shapes teacher education. Current discourses of professionalism are incommensurate with an understanding of the way that literacy practices are grounded in the social worlds in which both school and university students operate. Such discourses construct graduate teachers as the providers of decontextualised literacy skills to school students whose existing communication networks are ignored. We argue that an alternative understanding of professional practice can be developed by focusing on the textual resources university students use to mediate their learning, and by locating their emerging professional identities within the activity systems and meaning-making practices in which they participate.
Reproduced with kind permission of the copyright owner.
Field of Research
130313 Teacher Education and Professional Development of Educators
Unless expressly stated otherwise, the copyright for items in Deakin Research Online is owned by the author, with all rights reserved.
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 firstname.lastname@example.org.