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This paper examines the impact of literacy practices on the professional development of teachers, urging a broader conceptualization of literacy in teacher education.

November 1, 2022The Australian Journal of Language and LiteracyOpen Access

Dialogic theories, literacy practices and initial teacher education

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This paper examines the impact of literacy practices on the professional development of teachers, urging a broader conceptualization of literacy in teacher education.
Proposes a dialogic framework for literacy in teacher education.
Explores various levels of dialogue in the educational context.
Analyzes current literacy concepts in relation to teacher preparedness.
Literacy is essential for teachers' ontological and epistemological growth.
A dialogic approach enhances pre-service teachers' understanding of professional roles.
Cultural responsiveness is critical for effective teacher training programs.

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Randomized trial explores literacy's role in teacher professionalism, suggesting a dialogic framework for education.

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Janfada et al. (2022) studied this question.

synapsesocial.com/papers/6a1e2ba9520f01455d60246e https://doi.org/10.1007/s44020-022-00025-z

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Dialogic theories, literacy practices and initial teacher education

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Dialogic theories, literacy practices and initial teacher education

Key Points

Discussion

Implication

Cite This Study

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