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Formative Assessment in a Teacher Education Course: Supporting Teachers to Teach Critical Literacy to Young Children
Abstract
Although many teachers are sympathetic to critical literacy's social justice agenda, they are often unsure about how to implement it in their classrooms. This is particularly so in contexts where increased accountability requires standardized forms of assessment. The challenge for teacher educators is to find ways to support student teachers and teachers who are new to critical literacy. The chapter focuses on how postgraduate students new to critical literacy learn to use this approach with young children. The chapter explicates the ways in which formative assessment is practiced as part of a critical pedagogy to support students' understandings of critical literacy, it describes how low-risk opportunities to put critical literacy into practice are provided, furthermore it considers the ways in which dialogue works to support inexperienced critical literacy teachers and finally examines the benefits of formative assessment practices within a critical pedagogy from a teacher educator perspective.
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