Document Type

Journal Article

Publication Title

English in Education

ISSN

04250494

Volume

54

Issue

3

First Page

265

Last Page

284

Publisher

Taylor and Francis

School

School of Education

Comments

Merga, M. K., Mat Roni, S., & Mason, S. (2020). Teachers’ perceptions of their preparedness for supporting struggling literacy learners in secondary English classrooms. English in Education, 54(3), 265-284. https://doi.org/10.1080/04250494.2020.1775488

Abstract

© 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. The initial and ongoing professional education of teachers to prepare them to support students’ literacy development warrants research attention. The importance of meeting the needs of struggling literacy learners in secondary school does not diminish as students move through the years of schooling. This paper reports on data from the 2019 Supporting Struggling Secondary Literacy Learners mixed-methods project, which sought to explore the challenges of meeting the needs of struggling literacy learners in Australian secondary schooling, from the perspectives of teachers of mainstream English classrooms. Adequacy of initial teacher education to support struggling literacy learners seems to have been low for the majority of teachers, and for both recent and earlier graduates. Where gaps were indicated, qualitative data provided valuable insights. Findings can be used to inform initial teacher education programmes and ongoing professional development opportunities, to ensure that such learning experiences are reflective of current teacher needs.

DOI

10.1080/04250494.2020.1775488

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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