Aiming to extend sociocultural theory about the teaching and learning of literacies, this article reports on data from a qualitative study underpinned by a sociocultural framework (Rogoff, 1990; Vygotsky, 1986). Conducted in an Australian university community, the project tracked a group of pre-service teachers engaging in scaffolded literacy events, such as face-to-face and on-line discussions and shared reading experiences with children. Highlighting the importance of examining the teaching and learning of literacies across formal and informal settings, results offer information about how these pre-service teachers constructed understandings and situated identities (Gee, 1990, 2000-2001) through scaffolding. Pedagogical implications for pre-service teacher education are discussed.
L’objectif de cet article est d’élargir la portée de la théorie socioculturelle de l’enseignement et de l’apprentissage de la littératie. Il fait le compte-rendu des données tirées d’une étude qualitative étayée dans un cadre socioculturel (Rogoff, 1990; Vygotsky, 1986). Pilotée par une communauté universitaire d’Australie, ce projet a suivi un groupe de futurs enseignants participant à des événements de soutien à l’apprentissage de la littératie, telles que des discussions face à face et en ligne ainsi que des expériences de lecture partagée avec des enfants. Soulignant l’importance d’analyser l’enseignement et l’apprentissage de la littératie dans des contextes formels et informels, les résultats présentent des informations sur la manière dont les futurs enseignants élaborent leur compréhension et situent leur identité professionnelle (Gee, 1990, 2000-2001) à l’aide du soutien à l’apprentissage. Les implications pédagogiques pour la formation des futurs enseignants sont exposées.
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The author gratefully acknowledges the participants’ engagement in the study. The contributions of the following institutions were also greatly appreciated: Murdoch University (Research Excellence Grant), The Children’s Book Council (WA Branch), and Westbooks Specialist Book Centre for Children and Young Adults, WA (in-kind support).
WENDY CUMMING-POTVIN was born in Canada and is currently employed as a full-time academic at Murdoch University in Australia. Wendy’s research focuses on a critical approach to learning with an emphasis on multiliteracies, teacher development and social justice. Recently, Wendy was selected as a key researcher in a Cooperative Research Centre project utilizing technology to promote the mental health and well-being of young people.
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WENDY CUMMING-POTVIN est née au Canada et travaille présentement à temps plein à l’Université Murdoch en Australie. Les recherches de Wendy portent sur une approche critique de l’apprentissage avec une emphase sur les multilittératies, la formation des enseignants et la justice sociale. Récemment, Wendy a été choisie comme chercheur-clé au sein d’un Centre coopératif de recherche pour un projet utilisant la technologie visant à promouvoir la santé mentale et le bien-être des jeunes.