BURNETT, C. (2009). That’s more like they know me as a person": one primary pre-service teacher’s stories of her personal and ‘professional’ digital practices. Literacy (special edition: Literacy and identity), 43 (2), 65-74.
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In contributing to debates about how student-teachers might draw from personal experience in addressing digital literacy in the classroom, this paper explores the stories that one primary student-teacher told of her digital practices during a larger study of the role of digital literacy in student-teachers' lives. The paper investigates the 'recognition work' this student-teacher did as she aligned herself with different discourses and notes how themes of 'control' and 'professionalism' seemed to pattern her stories of informal and formal practices both within and beyond her professional education. The paper calls for further research into how student-teachers perceive the relevance of their personal experience to their professional role and argues for encouraging pre-service and practising teachers to tell stories of their digital practices and reflect upon the discourses which frame them.
|Additional Information:||This is the author's final version of an article that appears in BURNETT, C. (2009). That’s more like they know me as a person": one primary pre-service teacher’s stories of her personal and ‘professional’ digital practices. Literacy (special edition: Literacy and identity), 43 (2), 65-74. Literacy is available online at http://www3.interscience.wiley.com/journal/122465588/abstract.|
|Uncontrolled Keywords:||initial teacher education, pre-service teachers, digital literacy, discourses, new technologies|
|Research Institute, Centre or Group:||Sheffield Institute of Education|
|Depositing User:||Caroline Fixter|
|Date Deposited:||26 Feb 2010 16:55|
|Last Modified:||17 Apr 2015 11:53|
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