Authors

Eileen Honan, The University of QueenslandFollow
Beryl Exley, Queensland University of TechnologyFollow
Lisa Kervin, University of WollongongFollow
Alyson Simpson, The University of SydneyFollow
Muriel Wells, Deakin UniversityFollow

Rethinking the Literacy Capabilities of Pre-Service Primary Teachers in Testing Times

Abstract

This paper demonstrates how teacher accreditation requirements can be responsibly aligned with a scholarly impetus to incorporate digital literacies to prepare pre-service teachers to meet changing educational needs and practices. The assessment initiatives introduced in the newly constructed four year undergraduate Bachelor of Education program at one Australian university are described and analysed in light of the debates surrounding pre-service primary teachers’ literacy capabilities. The findings and subsequent discussion have implications for all literacy teacher educators concerned about the impact of standardised assessment practices on the professional future of teachers.

Recommended Citation

Honan, E., Exley, B., Kervin, L., Simpson, A., & Wells, M. (2013). Rethinking the Literacy Capabilities of Pre-Service Primary Teachers in Testing Times. Australian Journal of Teacher Education, 38(10). https://doi.org/10.14221/ajte.2013v38n10.3