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Using Reflective Practice to Foster Confidence and Competence to Teach Literacy in Primary Schools

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Reflective Theory and Practice in Teacher Education

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 17))

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.

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Acknowledgements

The author would like to acknowledge the support of The Smith Family in the regional Victorian community where these programs are conducted. Digi-Tell and Tell Tales could not operate without the generous support of The Smith Family staff.

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Authors and Affiliations

  1. Australian Catholic University, Ballarat, VIC, Australia

    Karen McLean

Authors
  1. Karen McLean
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Correspondence to Karen McLean .

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Editors and Affiliations

  1. Federation University Australia, Ballarat, Victoria, Australia

    Robyn Brandenburg

  2. California State University Fullerton, Fullerton, California, USA

    Kathryn Glasswell

  3. Australian Catholic University, Ballarat, Victoria, Australia

    Mellita Jones

  4. Australian Catholic University, Melbourne, Victoria, Australia

    Josephine Ryan

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McLean, K. (2017). Using Reflective Practice to Foster Confidence and Competence to Teach Literacy in Primary Schools. In: Brandenburg, R., Glasswell, K., Jones, M., Ryan, J. (eds) Reflective Theory and Practice in Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 17. Springer, Singapore. https://doi.org/10.1007/978-981-10-3431-2_7

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  • DOI: https://doi.org/10.1007/978-981-10-3431-2_7

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  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-10-3429-9

  • Online ISBN: 978-981-10-3431-2

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