Remembering professional commitments: Trusting in teachers
Rogers, E., Bulman, J., Merchant, G and Burnett, C (2021) Remembering professional commitments: Trusting in teachers. Language and Literacy, 23 (2). pp. 3-15. ISSN 1496-0974
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Abstract
In England statutory expectations for literacy education place little emphasis on contemporary modes and media of communication and, as such, are out of step with contemporary life. We explore how open-ended, collaborative pedagogies can provide rich contexts for authentic everyday communication even in the context of such reductionist curriculum and assessment frameworks. This leads us to claim that the success of such approaches depends on the enthusiasm, experience and creativity of teachers and that remembering longstanding professional commitments in language and literacy teaching is at least as important as rethinking the curriculum when advocating for literacy provision more suited to current times.
| Item Type: | Article |
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| Additional Information: | © 2021 University of Alberta. This is an author accepted manuscript of a paper subsequently published in Language and Literacy. Uploaded in accordance with the publisher's self-archiving policy. |
| Divisions: | School of Teacher Development |
| Depositing User: | Emma Rogers |
| Date Deposited: | 22 Jun 2021 08:33 |
| Last Modified: | 22 Jun 2021 08:33 |
| URI: | https://bgro.repository.guildhe.ac.uk/id/eprint/859 |
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