Test case promises big benefits for teachers and students
A new research project at CQUniversity promises to improve the literacy and numeracy of Australian pre-service teachers by the development of Individualised Digital Pedagogy (IDP) designed to help students pass the LANTITE exam.
The project has been backed by a $180,000 funding grant by the Australian Centre for Student Equity and Success and will launch a protype program in 2025.
The LANTITE (Literacy and Numeracy Test for Initial Teacher Education) was introduced in Australia in 2016 to improve the quality of teachers graduating from Australian universities after concerns about the varying levels of literacy and numeracy skills among new teachers.
Lead researcher on the project Dr Robert Vanderburg said recent studies had endorsed the use of IDPs during the course of a student’s degree to ensure they passed the LANTITE before undertaking their final professional placement – a requirement of all new teachers.
“We foresee IDPs as a real game-changer for education students preparing for the LANTITE,” explained Dr Vanderburg.
“The IDPs are intended to provide tailored support that addresses the individual needs of pre-service teachers, ensuring they have the necessary skills to meet the LANTITE requirements successfully.
“The IDPs include an initial diagnostic assessment to identify strengths and weaknesses, followed by targeted support to address the individual needs of each student through activities such as tutoring, practice exercises and focused study sessions.
“The process is dynamic and allows for regular student progress monitoring and adjustment as a student progresses or encounters new challenges.”
While the focus of the IDPs is the LANTITE exam, researchers believe the benefits extend way beyond that.
In the long term, this preparation is anticipated to benefit both the education students and their future students.
“Teachers with enhanced literacy and numeracy skills are better able to deliver high-quality instruction in these essential areas, which can lead to improved student outcomes,” Dr Vanderburg explained.
“Moreover, having experienced a personalised learning process themselves, these future teachers are more likely to understand and apply differentiated instruction techniques, creating supportive and inclusive classrooms that accommodate diverse learning needs.
“By modelling a commitment to self-improvement and lifelong learning, these teachers can inspire the same attitude in their students, ultimately fostering a more positive and successful learning environment.”
The success of the program will be determined by LANTITE pass rates, pre and post-assessment data, student feedback, long-term tracking of teaching performance, and a comparative analysis.
