A teacher's spelling doesn't necessarily affect their teaching

Riddle, Stewart (2015) A teacher's spelling doesn't necessarily affect their teaching. The Conversation, 12 Jan 2015. pp. 1-3.

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Abstract

According to recent media reports, a new study shows an alarming number of aspiring teachers have lower literacy levels than the school students they will be teaching. This coincides with a series of articles in The Australian last week on a report by the NSW government into universities preparing teachers for the teaching of reading. The argument is compelling: kids (allegedly) can't read or write, so it's the teachers' fault. Teachers themselves have poor literacy skills, so it must be the universities' fault. The argument is followed by a call for a return to the basics, which will supposedly take education back to some fabled time when everything was better.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: No
Item Status: Live Archive
Additional Information: This publication is copyright. It may be reproduced in whole or in part for the purposes of study, research, or review, but is subject to the inclusion of an acknowledgment of the source.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 23 Apr 2015 02:34
Last Modified: 20 Feb 2017 05:17
Uncontrolled Keywords: literacy; teacher education
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1302 Curriculum and Pedagogy > 130204 English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)
20 Language, Communication and Culture > 2004 Linguistics > 200401 Applied Linguistics and Educational Linguistics
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development
URI: http://eprints.usq.edu.au/id/eprint/26523

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