Beyond externalizing and finalizing definitions : standards for teachers of english language and literacy in Australia (STELLA)

Doecke, Brenton 2006, Beyond externalizing and finalizing definitions : standards for teachers of english language and literacy in Australia (STELLA), English in education, vol. 40, no. 1, pp. 36-50.

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Title Beyond externalizing and finalizing definitions : standards for teachers of english language and literacy in Australia (STELLA)
Author(s) Doecke, Brenton
Journal name English in education
Volume number 40
Issue number 1
Start page 36
End page 50
Total pages 15
Publisher Wiley-Blackwell Publishing Ltd
Place of publication Oxford, England
Publication date 2006-03
ISSN 0425-0494
1754-8845
Keyword(s) professional standards
professional identity
professional learning
english teaching
Summary This article explores issues relating to the development of the Standards for Teachers of English Language and Literacy in Australia (STELLA). STELLA is the product of work by members of the Australian Association for the Teaching of English (AATE) and the Australian Literacy Educators' Association (ALEA), the two key professional bodies in Australia representing secondary English teachers and primary school literacy teachers respectively. However, the question remains as to the extent to which English literacy teachers around Australia can meaningfully identify with these standards. This article asks whether professional standards can provide a framework for practitioner inquiry and the renewal of the English teaching profession in contradistinction to managerial pressures to impose standards for regulatory purposes.
Notes Article also published in English in Australia Vol.42 No.3 2007
Language eng
Field of Research 130313 Teacher Education and Professional Development of Educators
Socio Economic Objective 970113 Expanding Knowledge in Education
HERDC Research category C1.1 Refereed article in a scholarly journal
ERA Research output type C Journal article
Copyright notice ©2006, Wiley-Blackwell Publishing
Persistent URL http://hdl.handle.net/10536/DRO/DU:30035490

Document type: Journal Article
Collection: School of Education
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