Please enable JavaScript.
Coggle requires JavaScript to display documents.
NEW ROLES FOR LITERACY TEACHERS IN THE AGE OF MULTILITERACIS: A…
NEW ROLES FOR LITERACY TEACHERS IN THE AGE OF MULTILITERACIS: A SOCIOCULTURAL PERSPECTIVE
Teacher as co-inquirer
In student-centered curriculum: teacher is an expert guide and student is an explorer
a practice-oriented curriculum, with an understanding of multiliteracies: teacher and student are co-inquirers
Students are expected to develop a thinking practice to help them better analyze the relationships.
emphasizes the teacher are learners who continuously develop themselves in their transitions from a sub-culture into a new one
Teacher as mediator
Teachers have the responsibility to help learners create a worthwhile educational experience
A teacher’s role “is best described in terms of the mediation of knowledge, where the teacher is actively involved in getting her hands dirty with the messiness and unfinished business of pragmatic knowledge”
teachers, who are knowledgeable others in their interaction with students, could act as mediators in appropriate social contexts between knowledge and student through speech or writing
Teacher as intellectual
teachers should be intellectuals rather than implementers of prescribed instructional programs
Teachers and students, in their efforts to reach a democratic
society, could master critical thinking in order to empower themselves and have a say in policymaking
teacher as initiator of change.
Teacher as liberator
The difference between mediation and intervention foregrounds another role for literacy teachers: teacher as liberator
If the teacher intervenes, they become the controller of things and the
determiner of social conventions.
see their literacy development as a dimension of liberation and to question the social reality around them.
Teacher as kid watcher
literacy teachers cannot create zones of proximal development for students
A successful teacher can trace for appropriate zones so that students will make good use of opportunities for learning
Teacher as researcher
knowledge for practice, knowledge in practice and knowledge of practice
knowledge for practice, refers to the content knowledge that might be necessary for the teachers in teaching settings.
knowledge in practice, emphasizes that teachers learn through their practice, narratives and reflection
knowledge of practice, underscores that knowledge teachers need is gathered through systematic inquiry in communities of practice and this knowledge can be used by the teacher himself, by the immediate teacher community and finally by the larger community of educators