Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching

Widin, J; Yasukawa, K; Chodkiewicz, A

Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching

Widin, J

Yasukawa, K

Chodkiewicz, A

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Publication Type:: Journal Article
Citation:: Australian Journal of Adult Learning, 2012, 52 (1), pp. 9 - 38
Issue Date:: 2012-04-01

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Field	Value	Language
dc.contributor.author	Widin, J https://orcid.org/0000-0002-8148-6297	en_US
dc.contributor.author	Yasukawa, K https://orcid.org/0000-0002-4553-0289	en_US
dc.contributor.author	Chodkiewicz, A	en_US
dc.date.issued	2012-04-01	en_US
dc.identifier.citation	Australian Journal of Adult Learning, 2012, 52 (1), pp. 9 - 38	en_US
dc.identifier.issn	1443-1394	en_US
dc.identifier.uri	http://hdl.handle.net/10453/22596
dc.description.abstract	The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers' expertise and beliefs about good teaching practice. This article examines the ways in which experienced adult language, literacy and numeracy teachers shape and reshape their practices within this tricky and treacherous terrain. Using Bourdieu's analytical tools of field and habitus as a theoretical framework, and Kumaravadivelu's notion of post-method pedagogy as a lens for observation and interpretation, the paper analyses the ways in which four experienced teachers shape and reshape their classroom practice to create transformative learning for their learners.	en_US
dc.relation.ispartof	Australian Journal of Adult Learning	en_US
dc.title	Teaching practice in the making: Shaping and reshaping the field of adult language, literacy and numeracy teaching	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	52	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1301 Education Systems	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	1	en_US
pubs.publication-status	Published	en_US
pubs.volume	52	en_US

Abstract:

The field of adult language, literacy and numeracy in Australia is a site of struggle as policy changes, new learner groups and new economic imperatives challenge teachers' expertise and beliefs about good teaching practice. This article examines the ways in which experienced adult language, literacy and numeracy teachers shape and reshape their practices within this tricky and treacherous terrain. Using Bourdieu's analytical tools of field and habitus as a theoretical framework, and Kumaravadivelu's notion of post-method pedagogy as a lens for observation and interpretation, the paper analyses the ways in which four experienced teachers shape and reshape their classroom practice to create transformative learning for their learners.

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http://hdl.handle.net/10453/22596