Valuing the Extra Time in Classrooms: Educational Gains for Pre-Service Teachers and Students with Special Learning Needs

Abstract

Research, during the past decade, has indicated that generally pre- service teachers believe they are ill-equipped for the demands that schools, classrooms and students of the 21st century place upon them. One proactive initiative undertaken by the Faculty of Education at the University of Tasmania, has attempted to address this issue. The project was undertaken in collaboration with the Department of Education, Tasmania and involved 4th Year Bachelor of Education Early Childhood pre-service teachers (n=36) and Kindergarten to Grade two classroom teachers (n=33), from twelve Tasmanian state primary schools. The initiative was designed to provide pre-service teachers with increased time to work in schools with colleague teachers. As well, it was intended to heighten the knowledge and skills of pre-service teachers in the course of them providing sound educational programs for young children with specific learning needs. At the conclusion of the Program, surveys were employed seeking pre-service teachers' perceptions of the initiative. Results revealed that ninety percent of participants acknowledged there were positive gains for all participants (pre-service teachers, classroom teachers and students). Further, the pre-service teachers valued the extra time in classrooms because it allowed them to develop links between their university studies and teaching in schools, with the majority of participating pre- service teachers indicating an increased level of confidence in their own teaching prior to commencing their final school practicum.