Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities
The role of vocational teachers is complex and evolving (Moodie & Wheelahan 2012). The imperative to also attend to students’ language literacy and numeracy (LLN) skills adds to this complexity. Using data from interviews with eight teachers, this paper explores this emergent space in relation t...
Main Authors: | , |
---|---|
Format: | Article |
Language: | English |
Published: |
UTS ePRESS
2015-05-01
|
Series: | Literacy and Numeracy Studies |
Online Access: | https://learning-analytics.info/journals/index.php/lnj/article/view/4424 |
id |
doaj-908cbe9707cb45188247446688b49103 |
---|---|
record_format |
Article |
spelling |
doaj-908cbe9707cb45188247446688b491032020-11-25T02:29:54ZengUTS ePRESSLiteracy and Numeracy Studies1441-05591839-29032015-05-0123110.5130/lns.v23i1.44242827Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identitiesTao Bak0Pauline O'Maley1Victoria UniversityVictoria UniversityThe role of vocational teachers is complex and evolving (Moodie & Wheelahan 2012). The imperative to also attend to students’ language literacy and numeracy (LLN) skills adds to this complexity. Using data from interviews with eight teachers, this paper explores this emergent space in relation to impacts on their sense of capacity and confidence to attend to LLN, and ways this is being incorporated into a renewed, but often still fragile sense of professional identity (Brookfield 2000). Where the focus of discussion is often on LLN requirements, we concentrate here on the perceptions and experiences of the teachers themselves, and how these insights may inform our approach as LLN specialists. We conclude that vocational teachers appear willing travellers on this journey, but often feel they have a distance to go. We make a case for a collaborative dialogic approach to this shared challenge.https://learning-analytics.info/journals/index.php/lnj/article/view/4424 |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Tao Bak Pauline O'Maley |
spellingShingle |
Tao Bak Pauline O'Maley Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities Literacy and Numeracy Studies |
author_facet |
Tao Bak Pauline O'Maley |
author_sort |
Tao Bak |
title |
Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities |
title_short |
Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities |
title_full |
Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities |
title_fullStr |
Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities |
title_full_unstemmed |
Towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities |
title_sort |
towards professional responsibility for language and literacy: exploring vocational teachers’ emerging language and literacy understandings and identities |
publisher |
UTS ePRESS |
series |
Literacy and Numeracy Studies |
issn |
1441-0559 1839-2903 |
publishDate |
2015-05-01 |
description |
The role of vocational teachers is complex and evolving (Moodie & Wheelahan 2012). The imperative to also attend to students’ language literacy and numeracy (LLN) skills adds to this complexity. Using data from interviews with eight teachers, this paper explores this emergent space in relation to impacts on their sense of capacity and confidence to attend to LLN, and ways this is being incorporated into a renewed, but often still fragile sense of professional identity (Brookfield 2000). Where the focus of discussion is often on LLN requirements, we concentrate here on the perceptions and experiences of the teachers themselves, and how these insights may inform our approach as LLN specialists. We conclude that vocational teachers appear willing travellers on this journey, but often feel they have a distance to go. We make a case for a collaborative dialogic approach to this shared challenge. |
url |
https://learning-analytics.info/journals/index.php/lnj/article/view/4424 |
work_keys_str_mv |
AT taobak towardsprofessionalresponsibilityforlanguageandliteracyexploringvocationalteachersemerginglanguageandliteracyunderstandingsandidentities AT paulineomaley towardsprofessionalresponsibilityforlanguageandliteracyexploringvocationalteachersemerginglanguageandliteracyunderstandingsandidentities |
_version_ |
1724831010705637376 |