Teachers’ Understanding And Enactment Of Critical Literacy – A Lack Of Unified Teaching Method
Journal article, Journal article, Peer reviewed
Published version
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https://hdl.handle.net/10642/9374Utgivelsesdato
2020-10-28Metadata
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Originalversjon
Blixen B, Pannell. “Teachers’ Understanding And Enactment Of Critical Literacy – A Lack Of Unified Teaching Method” . Cogent Education. 2020 https://doi.org/10.1080/2331186X.2020.1826073Sammendrag
The research project carried out in one primary school in Scotland was
guided by an intention to discover and provide up-to-date data on what literacy
teachers knew about critical literacy and whether this knowledge was promoted,
achieved, and enacted in praxis. By specifically focusing on reading and teachers’
approaches to texts, this study explores to what extent critical literacy makes its
explicit or implicit appearance in the early years’ reading classes as a result of
teachers’ understanding of it—their content knowledge, personal and professional beliefs. The findings have fueled the discussion about the preconditions for
greater and more direct utilization of critical literacy in language classrooms. The
knowledge and practices the teachers in this study revealed, reflect a promising
springboard for developing new, more unified ways of teaching reading. After
being reminded of and exposed to some of the central concepts of critical
literacy, the teachers became more interested and confirmed that they would teach for it if they only knew how. This is also one of the main implications of
the study for teacher educators, curriculum developers and researchers.