Abstract:
The current requirement for graduating teachers to pass a national literacy and numeracy test prior to registration has potential to reduce the diversity among preservice teachers and raises questions about access, engagement and equity in teacher education.
Context: The National Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) became an accreditation requirement, initially for Teacher registration in 2017 and in 2018 for graduation from initial teacher education courses. This requirement sprang from an increased national deficit discourse around teacher knowledge of the English language; equating teacher knowledge with low student literacy rates and initial teacher education students’ low English language skills and knowledge.
In this paper I examine; first the response of one School of Education and their provision of opportunity for initial teacher education students to develop their literacy skills and English language knowledge. Second the perspectives of one cohort of Australian preservice teachers about their experience of using an online diagnostic assessment and skill building tool, embedded within a first year language and literacy subject.
Research questions:
1. What are undergraduate ITE students’ perceptions about their experience of using an online platform to develop their English language and literacy knowledge and skills?
2. Is this successful as a means of increasing ITE student English language and literacy knowledge and skills?
A mixed method approach for examining student perspectives of their experience is discussed. In particular the development of a robust interview survey and the initial findings from one cohort of Australian preservice teachers is examined. The initial findings indicate that student perceptions vary according to context and student prior knowledge or skills. While many student's English language and literacy knowledge and skills do improve, analysis of student perceptions raises further questions about equity and access for diverse student cohorts aspiring to be teachers.
Context: The National Literacy and Numeracy Test for Initial Teacher Education Students (LANTITE) became an accreditation requirement, initially for Teacher registration in 2017 and in 2018 for graduation from initial teacher education courses. This requirement sprang from an increased national deficit discourse around teacher knowledge of the English language; equating teacher knowledge with low student literacy rates and initial teacher education students’ low English language skills and knowledge.
In this paper I examine; first the response of one School of Education and their provision of opportunity for initial teacher education students to develop their literacy skills and English language knowledge. Second the perspectives of one cohort of Australian preservice teachers about their experience of using an online diagnostic assessment and skill building tool, embedded within a first year language and literacy subject.
Research questions:
1. What are undergraduate ITE students’ perceptions about their experience of using an online platform to develop their English language and literacy knowledge and skills?
2. Is this successful as a means of increasing ITE student English language and literacy knowledge and skills?
A mixed method approach for examining student perspectives of their experience is discussed. In particular the development of a robust interview survey and the initial findings from one cohort of Australian preservice teachers is examined. The initial findings indicate that student perceptions vary according to context and student prior knowledge or skills. While many student's English language and literacy knowledge and skills do improve, analysis of student perceptions raises further questions about equity and access for diverse student cohorts aspiring to be teachers.