Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy

Abstract

The Supported Teaching in Schools (STS) practicum is supposed to prepare preservice teachers toward professional teaching of foundational literacy and numeracy (FLN) based on the National Teaching Standards (NTS). Shulman (1986 , 1987 ) Knowledge-Based Model of Teaching, Kolb's Experiential Learning theory; and Bandura's Self-Efficacy theory, formed the theoretical basis to empirically ascertain the impact of the STS practicum. A correlational survey design was adopted, with questionnaire used for data collection among a stratified sample of 2,462 preservice teachers. Data analysis was based on Partial Least Squares Structural Equation Modelling. The STS practicum significantly predicted preservice teachers’ skill acquisition, competencies development, NTS understanding, and NTS adherence, in FLN. Additionally, preservice teachers’ professional readiness to teach FLN was predicted by competencies development, NTS understanding, and NTS adherence. However, NTS adherence was the most important determinant. The verified model explained a large variance of 70.1% in preservice teachers’ readiness towards professional teaching of FLN. This study has revealed the key antecedents, and even the most important variable in determining professional readiness towards FLN teaching among preservice teachers. Based on the findings, recommendations have been made for theoretical implications, as well as policy and practice for preservice teacher training in FLN.