Can Secondary Teaching Graduates Support Literacy in the Classroom? Evidence from Undergraduate Assignments

Autor/inn/en	Moon, Brian R.; Harris, Barbara R.; Hays, Anne-Maree
Titel	Can Secondary Teaching Graduates Support Literacy in the Classroom? Evidence from Undergraduate Assignments
Quelle	In: Australian Journal of Teacher Education, 44 (2019) 8, S.74-101, Artikel 5 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Educational Policy; Secondary School Teachers; Content Area Reading; Content Area Writing; Foreign Countries; Teacher Education Programs; Secondary School Curriculum; Pedagogical Content Knowledge; Literacy Education; Teacher Qualifications; Teaching Methods; Undergraduate Study; Assignments; Interdisciplinary Approach; Physical Education; Home Economics; Drama; Music; Performance; Science Instruction; Mathematics Instruction; Academic Failure; Grades (Scholastic); Australia + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Sinnerfassendes Lesen; Schriftliche Übung; Ausland; Pädagogische Kompetenz; Lehrqualifikation; Teaching method; Lehrmethode; Unterrichtsmethode; Grundstudium; Assignment; Auftrag; Zuweisung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Körpererziehung; Sportunterricht; Hauswirtschaft; Hauswirtschaftslehre; Schauspiel; Musik; Achievement; Leistung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Notenspiegel; Australien
Abstract	Education policy in Australia and comparable countries requires that all secondary content teachers actively teach the literacy of their learning area and support the literacy development of students in their classes. In this paper we present evidence on the capacity of graduating teachers to meet that obligation. We review assessment data from 393 Initial Teacher Education students who completed a core unit in secondary curriculum literacy prior to graduation. We report that while the majority met the unit requirements, approximately 30% graduated as teachers with marginal or inadequate capacity to teach the literacy of their subject or support student learning through literacy. Approximately 12% of the sampled cohort failed the unit on their first attempt; yet 76% of those who failed went on to graduate. We show that such performance is consistent across the secondary disciplines included in the survey. We pose the questions as to whether secondary teachers with a marginal command of literacy strategies and poor literacy knowledge can be expected to provide effective literacy support, and whether education policy goals and provision of training in this area are therefore realistic. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01