Professional Documents
Culture Documents
Jiste 13.2 2009
Jiste 13.2 2009
Articles
Responding to Change in the Teaching of Literacies: Creating a ‘Design for the Future’
Bev Croker........................................................................................................................................7
Change of Practice Acquired Through Action Research: The Case of a Teacher Educator
Sesutho Koketso Kesianye...............................................................................................................53
Publication Guidelines......................................................................................................................80
Future Submissions...........................................................................................................................81
Submission Requirements.................................................................................................................82
Copyright © 2009
by the International Society for Teacher Education
ISSN 1029-5968
Responding to Change in the Teaching of Literacies:
Creating a ‘Design for the Future’
Bev Croker
In our multimodal world, the definition of text has undergone radical change as technology has
challenged the place of the book. Inevitably, the digital culture impacts on authors and illustrators
and influences how they might develop verbal and visual narrative. Such change gives rise to new
reader expectations dictated by this screen-age culture. This article raises the question whether the
skills of interpretation and construction currently taught in schools, using a plethora of literacy,
offers appropriate strategies to deal with a world that is no longer predominantly language-based. By
‘reading’ a picturebook it invites questions about what might inform the future focus of tertiary
programs for pre-service and practising teachers
The concept of health literacy is explored through a literature review of articles on health promotion
by authors from Nordic countries. Ten articles published during 1999-2008 were analyzed by
quantitative and qualitative content analysis. The findings showed that the term "health literacy" was
mentioned very briefly or not at all in a majority of the articles. This did not imply, however, that
problems related to vulnerable groups were not in focus, but merely that these problems were not
directly related to health literacy aspects. The authors conclude that health educators may benefit
from paying more direct attention to the concept of health literacy and learn how to address limited
literacy in health promotion and educational activities.
The authors make a case for the importance of schools working with children on their emotional
development and describe a project that used “playing games” as an effective pedagogical strategy
for teaching children in infant school to handle their emotions through learning skills and attitudes of
cooperation, communication and interaction.
This study examined the assessment literacy of elementary and secondary teachers and
administrators in two school districts in southern Ontario, Canada. Thirty-nine participants
completed a survey consisting of a series of open- and closed-ended questions in five broad areas of
assessment. Significant patterns across the four main subgroups of participants were found in
expertise/utilization of different assessment and reporting strategies, as well as the need for
professional development in specific areas of assessment. No significant differences were found in
mean scores between teachers and administrators related to the overall perception of their
assessment literacy. The implications of the findings are discussed in relation to classroom practice
and professional development.
This article forms one part of an interdisciplinary, pan-Canadian research project examining the
state of the practicum in the pre-service education of professionals. For this part of the study, the
authors examined the views of 740 post-practicum students from the undergraduate preparation
programs in three professions (Engineering, Nursing, and Teacher Education) concerning their
extended practicum or clinical (internship) experiences. The students completed a two-item
questionnaire that sought their perspectives on the most positive and the most negative aspects of
their respective practicum programs. Despite some uniqueness to content and skills, the students
identified several positive and negative similarities that were common across the disciplines. The
authors encourage practicum administrators from all of the professional disciplines to expand this
type of cross-disciplinary research and to examine the results for the purpose of informing their
particular initiatives to enhance their own field-based programs.
Change of Practice Acquired Through Action Research: The Case of a Teacher Educator
Data from two related action research projects on using interactive teaching methods showed that the
researcher/lecturer was able to transfer what she had initiated and practiced in the first teacher
education situation to a second situation two years later. A case is made for teacher educators and
student teachers to reflect on and improve their teaching practice through engagement in small
action research projects.
Ensuring high quality research has been posited as a critical step in continuing development in
teacher education. Yet instruments enabling systematic and thorough data collection procedures are
not always available. In these circumstances the researcher needs to develop instruments. The
process of developing three such instruments namely, a Stimulated Recall Device, Visual Language
Icon and Interview Guide is presented in this article. These instruments were needed to investigate
the efficacy of an initiative in teacher education designed to improve the preparedness of pre-service
generalist primary school teachers to teach Physical Education. This article reports the preliminary
findings on the development and use of these instruments.
Publication Guidelines
The journal (JISTE) publishes articles by members of the International Society for Teacher Education
(ISfTE). Exceptions are made for a non-member who is a co-author with a member, or who is
invited to write for a special issue of the journal, or for other specific reasons.
Articles submitted to JISTE must be written in English, following manuscript guidelines (see below)
and will be anonymously reviewed by referees. Each article must pass the review process to be
accepted for publication. The editors will notify the senior author of the manuscript if it does not meet
submission requirements.
Articles are judged for (a) significance to the field of teacher education from a global perspective, (b)
comprehensiveness of the literature review, (c) clarity of presentation, and (d) adequacy of evidence
for conclusions. Research manuscripts are also evaluated for adequacy of the rationale and
appropriateness of the design and analysis. Scholarly relevance is crucial. Be sure to evaluate your
information.
Articles should move beyond description to present inquiry and critical analysis and provoke
discussion.
Articles pertaining to a particular country or world area should be authored by a teacher educator from
that country or world area.
If English is the author's second or third language, manuscripts accepted for publication will be edited
to improve clarity, to conform to style, to correct grammar, and to fit available space. Submission of
the article is considered permission to edit the article.
Published manuscripts become the property of the Society. Permission to reproduce articles must be
requested from the editors. The submission and subsequent acceptance of a manuscript for publication
serves as the copyright waiver from the author(s).
Manuscript Guidelines
• Manuscript length, including all references, tables, charts or figures should be 3,000
to 5,000 words. Maximum length is 5, 000 words. Shorter pieces of 1500-3000
words, such as policy review or critique papers are welcomed.
• All text should be double-spaced, with margins 1 inch all around (2.5 cm), left justified only.
• The cover page shall include the following information: Title of the manuscript; name of author
or authors, institution, complete mailing address, business and home phone numbers, FAX
number, and e-mail address: Brief biographical sketch, background and areas of specialisation not
to exceed 30 words per author.
• Writing and editorial style shall follow directions in the Publication Manual of the American
Psychological Association (5th ed., 2001). References MUST follow the APA style Manual.
Information on the use of APA style may be obtained through the ISfTE web site at
http://www.isfte.org
Future Submissions
.
Book and Other Media Review Submissions
Reviews of books or other media created by ISfTE members are welcome. Either the review or the
item reviewed must be by a member. Reviews may be no longer than 1000 words. .
ISfTE members may submit an annotated reference to any book which they have had published
during the past three years. Annotations should be no longer than 150 words.
Submission Requirements
It is preferred that articles be submitted by email directly to the editor (swilson@brocku.ca). To
submit an article by email, send it as an attachment; use Windows Word, if at all possible.
You may also send articles by fax to 905-641-5229.
To submit an article by mail, send the manuscript and a computer disk. Due to the high cost of
postage, manuscripts and computer disks will not be returned.
Telephone: 905-227-2652
Fax: 905-641-5229
E-mail address: swilson@brocku.ca
Address changes, membership information and request for journal copies should
be directed to:
Telephone: +453670-8799
E-mail: jrb@ucsj.dk