Research and Theory into Practice: Australian Preservice Teachers' Knowledge of Evidence-Based Early Literacy Instruction

Autor/inn/en	Meeks, Linda; Madelaine, Alison; Kemp, Coral
Titel	Research and Theory into Practice: Australian Preservice Teachers' Knowledge of Evidence-Based Early Literacy Instruction
Quelle	In: Australian Journal of Learning Difficulties, 25 (2020) 2, S.215-233 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-4158
DOI	10.1080/19404158.2020.1832128
Schlagwörter	Theory Practice Relationship; Preservice Teachers; Preservice Teacher Education; Early Childhood Education; Pedagogical Content Knowledge; Knowledge Level; Student Attitudes; Evidence Based Practice; Educational Research; Emergent Literacy; Young Children; Beginning Reading; Reading Instruction; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Theorie-Praxis-Beziehung; Lehramtsstudiengang; Lehrerausbildung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pädagogische Kompetenz; Wissensbasis; Schülerverhalten; Bildungsforschung; Pädagogische Forschung; Frühleseunterricht; Frühe Kindheit; Erstleseunterricht; Leseunterricht; Ausland; Australien
Abstract	Much has been written about the decline in Australian literacy standards, as measured by international tests, and concerns have been expressed about the quality of teacher preparation for teaching early literacy to young children in their first years of school. Preservice teacher knowledge of research evidence supporting the essential components of early literacy instruction and the strategies used to teach these foundation skills are explored in this study. Responses to survey questions provided both quantitative and qualitative data. Results suggest that although preservice teachers have some knowledge of the components of early literacy identified in research, they are less knowledgeable about the subject-specific pedagogical strategies identified as necessary for implementing evidence-based practices. These results are not surprising given the findings of recent research into the quality of literacy units in teacher education courses. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01