Links between beliefs of pre-service teachers about literacy and numeracy learning

This paper describes the findings from three items of a 63-item questionnaire, which is part of an ongoing larger study. The larger study seeks to identify similarities and differences in the effective teaching of literacy and numeracy in the early years of schooling and includes identification of beliefs and intentions of fourth-year pre-service and experienced teachers in their teaching of literacy and numeracy. In this paper, pre-service teachers indicate similar intentions for aspects of their teaching of literacy and numeracy. In particular, they intend presenting an integrated curriculum, encouraging children to talk about contexts and using cooperative group work in both literacy and numeracy lessons