Using reflective practice to foster confidence and competence to teach literacy in primary schools

Book chapter

McLean, Karen. (2017). Using reflective practice to foster confidence and competence to teach literacy in primary schools. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 119 - 140 Springer Singapore. https://doi.org/10.1007/978-981-10-3431-2_7
AuthorsMcLean, Karen
EditorsR. Brandenburg, K. Glasswell and M. Jones and J. Ryan
Abstract

Preparing tomorrow’s teachers calls for understanding of the changing literacy landscape heavily influenced by technological advancement, and the implications of this changing landscape for effective literacy pedagogy. Using reflective practice as a vehicle for learning this chapter explores perspectives of the preparedness of undergraduate pre-service teachers to teach literacy in primary schools through their engagement in process-orientated approaches to teaching and learning. It describes a community partnership model where the platform for learning through reflective practice is provided in authentic contexts. Policy and practice implications are discussed with an emphasis on the role of reflective practice in teacher education.

Page range119 - 140
Year2017
Book titleReflective theory and practice in teacher education
PublisherSpringer Singapore
Place of publicationSingapore
ISBN9789811034299
Digital Object Identifier (DOI)https://doi.org/10.1007/978-981-10-3431-2_7
Scopus EID54971724700
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Journal citation17, pp. 119 - 140
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