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Re-imagining Professional Experience in Initial Teacher Education pp 37–54Cite as

Beyond Classroom Walls: How Industry Partnerships Can Strengthen Pre-service Literacy Teachers’ Identities

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Abstract

In this chapter, we investigate how a particular partnership between a faculty of education and industry may provide pre-service teachers with experiences that strengthen their understanding of literacy and, as a result, enhance their practices as teachers of literacy. We draw on our work in the ‘Read Like a Demon’ program, a partnership with the Melbourne Football Club in Victoria, Australia, which aims to increase upper primary students’ engagement in independent reading. Our focus though is on the professional learning and identity work of the pre-service teachers (PSTs), who volunteered to participate in the program. Through listening to the stories of the participants, we show how working in alternative sites to schools can provide PSTs with opportunities to evaluate their professional knowledge and reflect on the influence of political and theoretical landscapes on their practice. The PSTs participating in this program identified an increased confidence both in working with a multi-literacy lens and in appreciating literacy as an everyday, situated practice.

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Authors and Affiliations

  1. Monash University, Melbourne, Australia

    Jane Kirkby, Kelly Carabott & Deborah Corrigan

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  1. Jane Kirkby
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  2. Kelly Carabott
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  3. Deborah Corrigan
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Correspondence to Jane Kirkby .

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Editors and Affiliations

  1. School of Teacher Education and Early Childhood, University of Southern Queensland, Springfield, Queensland, Australia

    Ange Fitzgerald

  2. Monash University, Melbourne, Victoria, Australia

    Graham Parr

  3. Monash University, Melbourne, Victoria, Australia

    Judy Williams

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Kirkby, J., Carabott, K., Corrigan, D. (2018). Beyond Classroom Walls: How Industry Partnerships Can Strengthen Pre-service Literacy Teachers’ Identities. In: Fitzgerald, A., Parr, G., Williams, J. (eds) Re-imagining Professional Experience in Initial Teacher Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-0815-4_3

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  • DOI: https://doi.org/10.1007/978-981-13-0815-4_3

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