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Australian Early Childhood Teachers’ Training In Language And Literacy: A Nation-Wide Review Of Pre-Service Course Content, Tessa Weadman, Tanya Serry, Pamela C. Snow

Australian Journal of Teacher Education

Early childhood teachers are well-positioned to maximise preschoolers’ development in oral language and emergent literacy; both of which are vital predictors of academic success at school. Research investigating their pre-service training in language and emergent literacy remains limited. This issue is addressed in the present study, with the first nation-wide review of the oral language and emergent literacy course content across all 84 Australian early childhood teacher pre-service courses. Qualitative Content Analysis was employed to gain an overview of language and emergent literacy teaching content reported in publicly available course documents. Study findings demonstrated large variation in the oral language …