A clash of chronotopes: Adult reading of children's and young adult literature
- Authors: Zeegers, Margaret , Pass, Charlotte , Jampole, Ellen
- Date: 2010
- Type: Text , Journal article
- Relation: The International Journal of the Book Vol. 7, no. 4 (2010), p. 89-97
- Full Text:
- Reviewed:
- Description: In this paper we explore ways in which adults engage children's and young adult books in primary and secondary schools in relation to Bakhtin's (1981) posited chronotope. We base our discussion on an analysis of experienced practising teachers' own engagement with books that are offered to children and young adults as part of teachers' didactic activities in developing literacy skills and literature appreciation in classrooms, drawing on the concept of the chronotope as going beyond the didactic to embrace the artistic and cultural in children's responses to their reading and writing. The suggestive possibilities of the chronotope as an organising feature of teaching reading and writing in a number of genres and production of text types, affords new ways of approaching reading by teachers, at the same time as it invites these teachers to examine their own responses to the literature that they engage in the process. The concept of the chronotope opens up spaces for literary and pedagogical responses that derive from children's own experience of their world, but we argue that teacher responses that are restricted by their own views of the world may inhibit a full exploration by children of the possibilities that the books that they encounter as didactically bound and culturally limiting.
Enhancing learning, teaching, assessment and curriculum in higher education : Theory, cases, practices
- Authors: Zeegers, Margaret
- Date: 2010
- Type: Text , Journal article
- Relation: Higher Education Research & Development Vol. 29, no. 2 (2010), p. 212-214
- Full Text: false
- Reviewed:
From supervising practica to mentoring professional experience : Possibilities for education students
- Authors: Zeegers, Margaret
- Date: 2005
- Type: Text , Journal article
- Relation: Teaching Education Vol. 16, no. 4 (2005), p. 349-357
- Full Text:
- Reviewed:
- Description: This paper explores the possibilities presented in examining taken for granted aspects of pre-service teacher practicum practices, especially in terms of naming and positioning within teacher education, as they present at a regional university in Ballarat, Australia. The University of Ballarat has introduced a new P-10 teacher education course which is about to enter its fourth year. The course has focused some of its attention on traditional aspects of paid supervisory and assessment roles of practising teachers in relation to student teachers. As a result, changes have been made, with reconfigured foci on the roles of both practising teachers and undergraduate students, as well as those of other staff who support the new programme. One such focus is on what Schön described as "indeterminate zones of practice," and the result has been a research programme exploring those zones as part of mentorship in relation to mandated supervision and assessment requirements for graduate registration. Examination of data provided by transcripts of focus groups conducted with the students, mentors, community coordinators, and university teachers involved in the programmes suggests possibilities that may serve to inform efforts to meet a major part of the challenge to better prepare pre-service teachers in finding innovative and relevant ways to improve practicum experience from the outset of undergraduate education. Those involved in the programme at the University of Ballarat have examined assumptions underlying participants' roles in relation to partnerships within communities of practice in relation to the roles of university and educators in the field, as well as critically examining concepts of mentoring that guide reflection on practice and scaffold student learning. Such considerations go beyond concerns of individual pre-service teacher classroom performances, focusing on the generalizability of pre-service teacher experience in relation to the profession as a whole. © 2005 School of Education, University of Queensland.
- Description: C1
- Description: 2003001329
Critical pedagogy and situated practice : An ethnographic approach to pre-service teacher education
- Authors: Zeegers, Margaret , Smith, Patricia
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3455-3461
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000804
From slogan to pedagogy : Teacher education and reflection at the University of Ballarat
- Authors: Smith, Patricia , Zeegers, Margaret , Russell, Rupert
- Date: 2004
- Type: Text , Journal article
- Relation: International Journal of Learning Vol. 10, no. (2004), p. 3357-3371
- Full Text:
- Reviewed:
- Description: C1
- Description: 2003000806
The primacy of the mother tongue : Aboriginal literacy and non-standard English
- Authors: Zeegers, Margaret , Muir, Wayne , Lin, Zheng
- Date: 2003
- Type: Text , Journal article
- Relation: The Australian Journal of Indigenous Education Vol. 32, no. (2003), p. 51-60
- Full Text:
- Reviewed:
- Description: This article describes Indigenous Australian languages as having a history of pejoration dating from colonial times, which has masked the richness and complexity of mother tongues (and more recently developed kriols) of large numbers of Indigenous Australians.The paper rejects deficit theory representations of these languages as being inferior to imported dialects of English and explains how language issues embedded in teaching practices have served to restrict Indigenous Australian access to cultural capital most valued in modern socio-economic systems.We go on to describe ways in which alternative perspectives where acknowledgment of rich,complex and challenging features of Indigenous Australian languages may be used by educators as empowering resources for teacher education and teaching in schools. Our paper stresses the urgency of establishing frameworks for language success within which to develop other successful learning outcomes of Indigenous Australians.
- Description: C1
- Description: 2003000496