Λόγοι και αντιπαραθέσεις για τη διδασκαλία της γλώσσας στα αναστοχαστικά κείμενα μελλοντικών εκπαιδευτικών

Περίληψη

The study explores student teachers’ written reflections on their first literacy teaching experience in order to trace aspects of the discourses of literacy they draw on while constructing their emerging professional identities in the context of their initial education. Tensions are recorded as student teachers position themselves with the long-entrenched traditional discourse of decontextualized grammar teaching, while at the same time they try to reconcile it to progressive pedagogical practices. Findings of the study point to the challenges of transforming pedagogical beliefs into literacy practices. They further call for a reconceptualization of language education in Teacher Education curricula.