In this paper, we consider how the externally-imposed policy requirement of passing the Literacy and Numeracy Test for Initial Teacher Education (LANTITE) before graduation impacts pre-service teachers’ experiences in their courses. We also explore pre-service teachers’ perceptions of the LANTITE. Data were collected through individual, semi-structured interviews with 12 pre-service teachers at a prestigious Australian university. Here, we focus on participants’ responses to questions about the introduction of the test, the impact of the test on their student experience, what they would do if they hadn’t passed the test, and suggested changes to the LANTITE. Whilst most participants were not positive about the introduction of the test or its impact on their student experience, there were some positive views provided. Some participants also provided suggestions for changes to the administration processes to reduce the negative impact of the test. The findings have implications for institutions providing teacher education programs regarding communications with pre-service teachers and policies for course progression linked to LANTITE outcomes.
|Title of host publication||Integrated Education for the Real World|
|Subtitle of host publication||5th International STEM in Education Conference: Post-Conference Proceedings|
|Editors||Maria Barrett, Rachel Bilsborough, Les Dawes, Senka Henderson, Donna King, Michelle Mukherjee, David Nutchey, Karen Whelan, Patricia Hosking|
|Place of Publication||Brisbane Qld Australia|
|Publisher||Queensland University of Technology|
|Number of pages||7|
|Publication status||Published - 2018|
|Event||International Science, Technology, Engineering and Mathematics in Education Conference 2018 - Queensland University of Technology, Brisbane, Australia|
Duration: 21 Nov 2018 → 23 Nov 2018
Conference number: 5th
|Conference||International Science, Technology, Engineering and Mathematics in Education Conference 2018|
|Period||21/11/18 → 23/11/18|
- pre-service teachers
Hall, J., & Zmood, S. (2018). Policy implications of the national numeracy test for initial teacher education: students' experiences and perceptions. In M. Barrett, R. Bilsborough, L. Dawes, S. Henderson, D. King, M. Mukherjee, D. Nutchey, K. Whelan, ... P. Hosking (Eds.), Integrated Education for the Real World: 5th International STEM in Education Conference: Post-Conference Proceedings (pp. 120-126). Brisbane Qld Australia: Queensland University of Technology.