A systematic approach to literacy support for first year preservice teachers: implications for practice

Concerns about teacher standards and teacher quality particularly in literacy, numeracy and science and their impact on student achievement are prevalent in current Australian federal and state reports and responses. The Masters Review (ACER, 2009) into improving literacy, numeracy and science learning in Queensland schools identifies the clear need for preservice teachers to demonstrate high levels of proficiency in these areas (p.viii). The Queensland government response to the report has been to introduce mandatory preregistration testing in literacy, numeracy and science. These tests are being trialled in 2010 with a view to full implementation in 2011. In 2010, a team of researchers at James Cook University School of Education in Cairns (Adam; Jackson, Taylor & Adam; Taylor, in press) has undertaken an innovative pilot study to investigate student academic literacy proficiency of preservice teacher education students on entry to the program and provide a range of strategies and support for those at risk. This paper forms part of a symposium on the first year literacy initiative (FYLI) and presents some implications for the author’s practice as a lecturer in the first year professional studies subject. Findings suggest that a systematic, collaborative and consistent approach to literacy testing and intervention has benefits for both students and academic staff. Furthermore, such an approach is consistent with first year curriculum design principles (Kift, 2009) and successful transition pedagogy (Wilson, 2009)