Australian Journal of Teacher Education
Abstract
Pre-service teachers (PSTs) need sound Knowledge About Language (KAL), both for their own professional communication and for their teaching practice. In the longer term, enhanced KAL will benefit our graduates in their implementation of the Australian Curriculum. This paper reports on work with First Year PSTs at one Australian university. We present an analysis of students’ response to an intervention designed to develop their KAL, focusing on Phonological Awareness (PA) and phonics. While the designed resources were introduced and discussed in class, students mainly accessed them online afterwards. Student achievement was measured by online testing, and attitudes were obtained from unit evaluation instruments and a survey. We present results documenting their knowledge before and after the intervention, and their attitude toward the content. Most students demonstrated improved confidence and increased knowledge in particular areas post intervention. Nevertheless, their ability to apply their knowledge lagged behind their ability to give definitions.
Was this research funded?
No, research was not funded
Recommended Citation
Thwaite, A., Adam, H., Urquhart, Y., & Hill, S. (2022). Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit. Australian Journal of Teacher Education, 47(1). https://doi.org/10.14221/ajte.2022v47n1.3