Papers by Amanda Gutierrez
Professionalism and Teacher Education, 2019
Recently, Sachs (Teacher professionalism: why are we still talking about it? 22(4):413–425, 2016)... more Recently, Sachs (Teacher professionalism: why are we still talking about it? 22(4):413–425, 2016) posed the question, “why are we still talking about teacher professionalism?” Despite a long history of political and educational discourses about the professionalising of teaching, there remains little clarity about the meaning and intent of terms such as profession, professionalism and professionalisation in the context of teaching. Debates abound in relation to the influence of these discourses on the professionalising, deprofessionalising and reprofessionalising of teachers. Significant to the issues raised is the role and function of teacher education in the professional learning and development of teachers and the promotion of the teaching profession. This chapter explores core issues surrounding professionalism and teacher education with an emphasis on the Australian context. It will: (i) analyse definitions of the concepts of profession and professionalism and their application to teachers and teaching; (ii) outline core contestations in the spaces between political and educational discourses in contemporary contexts; and (iii) discuss emerging perspectives in teacher education for innovating policy and practice in support of the ongoing maturation of the teaching profession.
English in Australia, 2005
To cite this article: Collins, Amanda. Reflections on Cultural Crossroads:'Empowering'S... more To cite this article: Collins, Amanda. Reflections on Cultural Crossroads:'Empowering'Students in a Critical Literacy Classroom [online]. English in Australia, No. 143, Spring 2005: 48-59. Availability:< https://search. informit. com. au/documentSummary; dn= ...
English in Australia, 2015
The need for English and literacy curriculum to connect with young people's lifeworlds to bui... more The need for English and literacy curriculum to connect with young people's lifeworlds to build bridges and frames of reference that connect traditional English curriculum with digital texts and literacies, are increasing priorities in curriculum frameworks in Australia and elsewhere. This paper reports on a project in which the authors worked with teachers and students in five secondary schools to research the ways in which digital games might be incorporated into the English curriculum. Central to this endeavour was 'turning around' to the affordances of digital games and their paratexts to understand how they can be understood as text and action. Drawing on classroom observations and literature in Games Studies and English curriculum we present a timely model and innovative heuristic that we argue facilitates teachers incorporating digital games into their English classrooms. We illustrate how each assists teachers in 'turning around' to digital games to make ...
This research project investigated Australian curriculum and teacher views on approaches to criti... more This research project investigated Australian curriculum and teacher views on approaches to critical literacy in high school English teaching. Critical literacy has influenced secondary English teaching contexts in Australia for more than twenty years. It is evident in many different forms, but has common goals of promoting social justice and equity through challenging and interrogating textual representations of society. While it has common goals there are many versions of critical literacy discussed in Australian theoretical texts and evident in teacher discourse and enactment. In addition, its appearance in current curriculum documents is arguably a product of its highly politicised nature in current Australian literacy education. This thesis examines the place of critical literacy in Australia in recent times. It does this by; providing a literature review of Australian literacy theoretical texts on critical literacy; analysing how it appears in secondary English curriculum docu...
Teachers and Teaching, 2020
This article explores the influence of chronotopes on pre-service teachers’ professional becoming... more This article explores the influence of chronotopes on pre-service teachers’ professional becoming in a school–university partnership model. It draws upon dialogue from professional conversations which included multiple stakeholders in the partnership. The results illustrate the complex process of becoming for pre-service teachers as they navigate voices across time and space. They provide an illustration of chronotopes interacting productively, providing support for pre-service growth, and chronotopes in tension, leading to the silencing of pre-service teacher voice. It is hoped this article encourages educators to reflect on the impact chronotopes can have on pre-service teachers’ professional growth, the kinds of conditions that support growth and increased agency, and the ways chronoptic interactions can impact the development of transformative hybrid models of Initial Teacher Education.
Professionalism and Teacher Education, 2019
Recently, Sachs (Teacher professionalism: why are we still talking about it? 22(4):413–425, 2016)... more Recently, Sachs (Teacher professionalism: why are we still talking about it? 22(4):413–425, 2016) posed the question, “why are we still talking about teacher professionalism?” Despite a long history of political and educational discourses about the professionalising of teaching, there remains little clarity about the meaning and intent of terms such as profession, professionalism and professionalisation in the context of teaching. Debates abound in relation to the influence of these discourses on the professionalising, deprofessionalising and reprofessionalising of teachers. Significant to the issues raised is the role and function of teacher education in the professional learning and development of teachers and the promotion of the teaching profession. This chapter explores core issues surrounding professionalism and teacher education with an emphasis on the Australian context. It will: (i) analyse definitions of the concepts of profession and professionalism and their application ...
In this chapter we focus on the work of Joel, working in an all-boys Catholic High School. We des... more In this chapter we focus on the work of Joel, working in an all-boys Catholic High School. We describe his research and classroom projects focusing on online fantasy sports games-based digital texts and culture, and some of the questions these raise about digital culture, literacy and curriculum. Joel capitalised on his Year 11 students' avid engagement with the AFL (Australian Football League) game SuperCoach to explore convergences between different media forms, the ways in which players drew on data from multiple sources and their own judgements to play the game, and the ways in which their "real world" relationships were shaped and mediated by their demonstrated expertise and the authority they drew from their proficiency with the game.
Asia-Pacific Journal of Teacher Education, 2021
Anamika Lenore Adie Colette Alexander Servet Altan Denise Angelo Catherine Arden Aspa Baroutsis G... more Anamika Lenore Adie Colette Alexander Servet Altan Denise Angelo Catherine Arden Aspa Baroutsis Georgina Barton Kim Beswick Denise Beutel Gawaian Bodkin-Andrews Terri Bourke Devon Brenner David Bright Gillian Busch Kay Carroll Tony Carusi Yangbin Chen May May Hung CHENG Kwok Wah Cheung Tien-Hui Chiang Jennifer Clifton Mitchell Coates Kathryn Coleman Russell Cross Lauren Cummins Elizabeth Curtis Jacqueline D’warte Shelley Davidow Helen Dempsey Eddie Denessen Shelley Dole Karen Dooley ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION 2021, VOL. 49, NO. 1, iii–v https://doi.org/10.1080/1359866X.2021.1912275
The term critical literacy has come to be regarded in many quarters as an integral component of t... more The term critical literacy has come to be regarded in many quarters as an integral component of the Australian secondary English curriculum and has been that way for over a decade. The major drive to this approach came in Australia in the early 1990’s at a time of increasing awareness of unequal outcomes, disadvantage and exclusion, and a questioning of the role curriculum might play in this. In English, educational theorists were beginning to ask questions about texts and reading experiences that challenged English teaching practices, questions such as those Morgan asked in 1997, “...who constructs the texts, whose representations are dominant in a particular culture at a particular time; how [do] readers come to be complicit with the persuasive ideologies of texts; whose interests are served by such representations and such readings; and when such texts and readings are inequitable in their effects, how these could be constructed otherwise.” (p 2). While there was much interest in...
The Australian Journal of Language and Literacy, 2010
The article outlines the aspects of the research design that engage with teachers in schools and ... more The article outlines the aspects of the research design that engage with teachers in schools and discusses some of the challenges and affordances that the relationships (between the teachers, the schools, the research partners and the researchers) experienced in the project, Literacy in the 21st Century: Learning from Computer Games. The article has a particular focus on the teachers' work as co-researchers, their descriptions of working in the project and some of the issues for teachers and researchers in working in this way. The data used for the analysis includes the teacher writing, interview data and researcher observations. The teachers who participated in the project designed and delivered curriculum using computer games in various ways including making their own games, evaluating games, analyzing game structures, and examining the culture around games and the ways in which games and other technologies are merging. Some of these curriculum units are described elsewhere in...
Professionalism and Teacher Education
School–university partnerships are complex and multivarious. Teacher educators working on the gro... more School–university partnerships are complex and multivarious. Teacher educators working on the ground in this space traverse multiple settings and negotiate discourses in their attempt to meet the needs of all stakeholders spread across these settings. They are the implementers of the Teacher Education Ministerial Advisory Group (TEMAG) recommendations around partnerships, as they deal with the reality of trying to meet the Australian Institute of Teaching and School Leadership (AITSL) accreditation requirements around partnerships. Teacher educators negotiate university structures, school systems and often government and other organisational expectations of partnership outcomes. Through all of this, they also operationalise and often manage the partnership models around preservice teacher engagement with schools. This chapter utilises recently published material on partnership models (Chittleborough and Jones in School-based partnerships in teacher education: A research informed model for universities, schools and beyond. Springer Nature, Singapore, pp. 61–82, 2018; Hobbs et al. in STEPS interpretative framework. Science Teacher Education Program, 2015) to frame narrative reflections from teacher educators in the school–university space. Through narrative methodology, the stories of these teacher educators reflect the complex space they negotiate and broker, and their struggles to have their role valued, recognised and resourced. The commonality of professional relationships being developed between partnership participants, and their critical importance, was clearly reflected in each of the author’s individual narrative writing.
Review(s) of: Smart Thinking: Developing Reflection and Metacognition, J. Wilson and L. Wing Jan,... more Review(s) of: Smart Thinking: Developing Reflection and Metacognition, J. Wilson and L. Wing Jan, 2008, Published by Primary English Teaching Association, PO Box 3106, Marrickville NSW 2204, https://www.elit.edu.au/, ISBN 978 1 742003 09 2.
English in Australia, 2014
Critical literacy approaches to English teaching have existed in Australia for more than two deca... more Critical literacy approaches to English teaching have existed in Australia for more than two decades. Despite this, they continue to be criticised by the media, especially during times of perceived 'literacy crisis' and curriculum review. In addition, teachers and academics continue to explore their worth and meaning for English teaching contexts. This paper discusses the findings of the research project Critical literacy in Australia: affordances, tensions and hybridisations which investigated constructions of critical literacy in secondary school English curricula and teacher discourse in Australia. Three major themes emerged from the data which provided insights into the state of critical literacy in Australia today. These themes related to the following areas - curriculum affordances of and teacher engagement with critical literacy; the impact of critical literacy discourses on teachers' ideological becoming and hybridisation of critical literacy; and tensions arisin...
… Nostrand's Encyclopedia of …
Enzymes are protein catalysts of remarkable efficiency and specificity. Lipid, carbohydrate, nucl... more Enzymes are protein catalysts of remarkable efficiency and specificity. Lipid, carbohydrate, nucleotide, or metal-containing prosthetic groups may be attached to these enzymes and serve as essential components of their catalyses by enhancing specificity and/or stability. ...
Asia-Pacific Journal of Teacher Education
Asia-Pacific Journal of Teacher Education
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Papers by Amanda Gutierrez