The benefits of a literacy and numeracy service-learning program for pre-service teachers: A partnership approach
Author Identifier (ORCID)
Julie Boston: https://orcid.org/0000-0002-3892-6031
Nicola F. Johnson: https://orcid.org/0000-0001-7875-3027
Abstract
The Partners in Literacy and Numeracy Western Australia (PLaN WA) program was implemented within a School of Education to complement initial teacher education offerings. In forming a mutually beneficial service-learning program, schools received support from pre-service teachers to assist both primary and secondary students with their literacy and or numeracy. This paper presents findings from two focus group interviews and pre-(n = 130) and post-surveys (n =54) continuously since the program’s instigation in 2019. The pre-service teachers benefited from the low stakes, voluntary, non-assessed experiences. They claimed they moved towards being more confident in achieving the graduate career stage of the Australian Professional Standards for Teachers. While we anticipated pre-service teachers would gain more confidence in their own literacy and/or numeracy and in teaching aspects of these, instead, pre-service teachers gained overall confidence to teach from program participation.
Keywords
Pre-service teachers, literacy, numeracy, confidence, service-learning, education
Document Type
Journal Article
Date of Publication
1-1-2024
Volume
34
Issue
2
Publication Title
Issues in Educational Research
Publisher
Western Australian Institute for Educational Research Inc.
School
School of Education
RAS ID
70356
Funding Information
National Priorities Industry Linkage Funding
Copyright
free_to_read
First Page
419
Last Page
435
Comments
Boston, J., & Johnson, N. F. (2024). The benefits of a literacy and numeracy service-learning program for pre-service teachers: A partnership approach. Issues in Educational Research, 34(2), 419-435. https://www.iier.org.au/iier34/2024conts.html