21st Century Literacy--Perceptions of and Influences on Year 6 Teachers in Victorian Classrooms

Autor/inn/en	Lyons, Damien; Wells, Muriel
Titel	21st Century Literacy--Perceptions of and Influences on Year 6 Teachers in Victorian Classrooms
Quelle	(2015), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Foreign Countries; 21st Century Skills; Multiple Literacies; Teacher Attitudes; Public Schools; Educational Practices; Decision Making; Definitions; Integrity; Personal Narratives; Technological Literacy; Communication Skills; Influences; Handheld Devices; Elementary School Teachers; Elementary School Students; Ethics; Information Literacy; Grade 6; Learner Engagement; Classroom Environment; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Public school; Öffentliche Schule; Bildungspraxis; Decision-making; Entscheidungsfindung; Begriffsbestimmung; Integrität; Erlebniserzählung; Technisches Wissen; Kommunikationsstil; Influence; Einfluss; Einflussfaktor; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethik; Informationskompetenz; School year 06; 6. Schuljahr; Schuljahr 06; Klassenklima; Unterrichtsklima; Australien
Abstract	This paper presents a study of teachers' perceptions of '21st century literacy' practices and the dilemmas teacher face when these perceptions clash with the policies and the practices they feel are expected of them. Using narrative inquiry as its methodology, the paper presents 3 themes identified within the study, namely: 'Teachers' insights into 21st century literacy, 'Teachers' perceptions of necessary 21st century literacy skills for Year 6 students' and 'Influences on teachers' literacy pedagogical decision-making and practice'. The narratives present two teachers' perceptions (and misperceptions) of 21st century literacy, their pedagogical approaches, and how various factors influence their work. The paper considers how various factors influence teachers' pedagogical practices, and highlights discrepancies between teachers' professional beliefs and their practices based on external classroom influences. Narrative offers an insider's view of how these discrepancies are lived out in two Victorian classrooms. (As Provided).
Anmerkungen	Australian Association for Research in Education. AARE Secretariat, One Geils Court, Deakin ACT 2600, Australia. Tel: +61-2-6285-8388; e-mail: aare@aare.edu.au; Web site: http://www.aare.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01