What Benefits can be Derived from Teaching Knowledge about Language to Preservice Teachers?

Developing Pre-Service Teachers: The Impact of an Embedded Framework in Literacy and Numeracy

“…Secondly, the multi-faceted approach of the embedded DEER framework gives pre-service teachers the opportunity to build skills in both literacy and numeracy in a number of different ways and in multiple contexts. This approach fits well with that suggested in literacy education by Carey, Christie and Grainger (2015) and by MacGillivray (2009) in numeracy. The multi-faceted approach supports pre-service teachers to acquire not just through literacy and numeracy courses, but also through other education courses and through support activities that aim to give the pre-service teachers an opportunity to reflect on teaching techniques.…”

“…Multiple approaches are required to ensure pre-service teachers have a comprehensive knowledge of language for effective teaching and learning across a range of literacy experiences (Carey, Christie & Grainger, 2015). The literature mentions some of the approaches used by different ITE providers.…”

“…One approach used an online learning management system with immediate individual feedback that covered a range of language conventions. Pre-service teachers also engaged with face to face classes that provided further knowledge in teaching techniques with reflective learning opportunities (Carey, Christie & Grainger, 2015). Another approach sought to embed academic literacies across a range of core courses to build pre-service teacher competencies (McWilliam & Allan, 2014;Thies, Wallis, Turner & Wishart, 2014).…”

A Systematic Review of the Research on the Knowledge and Skills of Australian Preservice Teachers

“…Carey, Christie, and Grainger (2015) was excluded because only improvement in knowledge was measured and reported and Dudley and Baxter (2013) was excluded because analysis of knowledge could not be separated from analyses of attitudes and beliefs. Complete data extraction was thus carried out for 52 articles.…”

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“…Ensuring pre-service teachers are supported in their academic and personal literacy development is a priority for ITE programs when taking into account current government targets and testing regimes (Craven et al, 2014). Multiple approaches are required to ensure pre-service teachers have a comprehensive knowledge of language for effective teaching and learning across a range of literacy experiences (Carey, Christie & Grainger, 2015). The literature mentions some of the approaches used by different ITE providers.…”