The benefits of a literacy and numeracy service-learning program for pre-service teachers: A partnership approach
Author Identifier
Julie Boston: https://orcid.org/0000-0002-3892-6031
Nicola F. Johnson: https://orcid.org/0000-0001-7875-3027
Document Type
Journal Article
Publication Title
Issues in Educational Research
Volume
34
Issue
2
First Page
419
Last Page
435
Publisher
Western Australian Institute for Educational Research Inc.
School
School of Education
RAS ID
70356
Funders
National Priorities Industry Linkage Funding
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.
Access Rights
free_to_read
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