Australian Early Childhood Teachers' Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content

Autor/inn/en	Weadman, Tessa; Serry, Tanya; Snow, Pamela C.
Titel	Australian Early Childhood Teachers' Training in Language and Literacy: A Nation-Wide Review of Pre-Service Course Content
Quelle	In: Australian Journal of Teacher Education, 42 (2021) 2, S.29-56, Artikel 3 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1835-517X
Schlagwörter	Foreign Countries; Early Childhood Teachers; Preservice Teacher Education; Course Content; Oral Language; Emergent Literacy; Content Analysis; Teacher Role; Australia + Suchen Sie Ihr Suchwort? Ausland; Early childhood; Early childhood education; Teacher; Teachers; Frühe Kindheit; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Lehramtsstudiengang; Lehrerausbildung; Kursprogramm; Oral interpretation; Mündlicher Sprachgebrauch; Frühleseunterricht; Inhaltsanalyse; Lehrerrolle; Australien
Abstract	Early childhood teachers are well-positioned to maximise preschoolers' development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language and emergent literacy course content reported. The results showed that course content on the structure of language and code-related skills including phonological awareness and concepts of print, do not feature prominently across pre-service course documents. Further, course content on evidence-based strategies to foster children's oral language and emergent literacy development, such as dialogic book reading, and intentional adult-child interactions were also limited. Findings are discussed with respect to their implications for preparing early childhood teachers to support the oral language and emergent literacy growth of preschoolers. (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	2024/1/01