McLean, K. (2017). Using reflective practice to foster confidence and competence to teach literacy in primary schools. 17R. Brandenburg, K. Glasswell, M. Jones and J. Ryan. Reflective theory and practice in teacher education 119-140. Singapore: Springer Singapore. Retrieved from https://doi.org/10.1007/978-981-10-3431-2_7
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.
Institute for Learning Sciences and Teacher Education
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