Changing the Teaching/Learning Paradigm in Literacy Education for Preservice Teachers: One university's experience

Abstract

This article explores how a group of academics began to change the paradigm for teaching literacy education at the undergraduate level within the existing constraints of university funding and structures. Three areas of change were identified as starting points for change: the delivery of the existing language and literacy subjects, the segregated university curriculum, and the assessment tasks. Using a model of teacher learning (Turbill, 1994) to facilitate the change process, several major structures were introduced and trialed. These included the development of an outcomes-based curriculum and portfolio assessment. A description of the change processes is shared, along with an action plan for future development. A major outcome of this research was that the model for teacher learning was found to be equally relevant for changing the teaching, learning and assessing practices at the preservice teacher education level. Thus, a model for teacher education is presented as a blueprint for change.