(Re)Designing Literacy Teacher Education: A Call for Change

Autor/inn/en	McLean, Cheryl A.; Rowsell, Jennifer
Titel	(Re)Designing Literacy Teacher Education: A Call for Change
Quelle	In: Teaching Education, 24 (2013) 1, S.1-26 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2012.721127
Schlagwörter	Literacy; Teacher Education; Learning Processes; Multiple Literacies; Education Courses; Change Strategies; Educational Change; Teacher Education Curriculum; Curriculum Design; Curriculum Development; Student Developed Materials; Epistemology; Design Preferences; Instructional Design; Interviews; Portfolio Assessment; Observation; Transcripts (Written Records) + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerausbildung; Lehrerbildung; Learning process; Lernprozess; Fortbildungskurs; Lösungsstrategie; Bildungsreform; Lehrplangestaltung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Erkenntnistheorie; Design requirements; Gestaltungsmittel; Lesson concept; Lessonplan; Unterrichtsentwurf; Interviewing; Interviewtechnik; Portfoliobeurteilung; Beobachtung
Abstract	The article features a graduate literacy teacher education course that compelled students to think in terms of design and multimodality. In an effort to innovate our own literacy teacher education work, we came together to devise a course that encouraged students to adopt a design lens to their thinking, planning, and assessing of literacy learning. We saw this qualitative case study as a way to understand the interrelationships of learning processes, principles of design and multimodal texts, and how these might inform pedagogy. Building on years of work in the areas of multimodality and multiliteracies, we observed how eight teachers with varying degrees of comfort with multimodality moved into a design-oriented approach to literacy education. The article presents our research on design-oriented teacher education work, but the findings illuminate how the adoption and inhabiting of different mindsets and metalanguage can make a difference. (Contains 3 figures and 1 note.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10