The Emergence of Reading Literacy in Post-Primary Teacher Education: From the Background to the Foreground

Autor/inn/en	Murphy, Brian; Conway, Paul F.; Murphy, Rosaleen; Hall, Kathy
Titel	The Emergence of Reading Literacy in Post-Primary Teacher Education: From the Background to the Foreground
Quelle	In: European Journal of Teacher Education, 37 (2014) 3, S.331-347 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-9768
DOI	10.1080/02619768.2013.870995
Schlagwörter	Foreign Countries; Literacy; Teacher Education; Sociocultural Patterns; Student Attitudes; Knowledge Level; Interviews; Student Surveys; Secondary Education; Adolescents; Secondary School Students; Ireland + Suchen Sie Ihr Suchwort? Ausland; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrerausbildung; Lehrerbildung; Soziokulturelle Theorie; Schülerverhalten; Wissensbasis; Interviewing; Interviewtechnik; Schülerbefragung; Sekundarbereich; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Sekundarschüler; Irland
Abstract	While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the "Learning to Teach Study", focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students' literacy learning. Results are discussed in terms of how student teachers' knowledge of literacy in ITE programmes could be reframed, extended and deepened. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10