Online learning and pre-service teachers’ literacy knowledge and skills

This brief paper presents preliminary data about an investigation of pre-service teachers’ (PSTs) engagement with the imperative for individual up-skilling of their literacy knowledge. Embedded into a flexibly delivered four-year Bachelor of Education teacher education program from a regional university in NSW, Australia, this project sought online survey responses from PSTs about the set of knowledge and skills that will be required of them as primary (elementary) teachers. The document (see Appendix 1) was intended to prompt PSTs towards further up-skilling at a personal level. The study highlights challenges faced by staff and students in developing trusting relationships that motivate students to learn beyond the required tasks. Seeking an online pedagogy that focuses on inspiration, engagement and a passion for literacy underpins the study. The implications focus around skills, expectations and assumptions for staff and students in the teaching and learning in online environments.