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Using Grainger and Christie’s linguistic model, the study measures Asia literacy perceptions from 31 participants and applies thematic analysis to two outcomes: how participants interpret “meeting” expectations and how tertiary providers can better support learning needs. Findings show many respondents feel unqualified and request stronger content, authentic experiences, and pedagogical skills.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study focus on regarding preservice teachers?","Question",{"text":62,"@type":63},"The study examines preservice teachers’ perceptions of their Asia literacy and their perceived readiness to teach the Asia Cross-Curricular Priority.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How is Asia literacy defined and measured in this research?",{"text":67,"@type":63},"Grainger and Christie’s (2016) linguistic model is used to define and measure Asia literacy.",{"name":69,"@type":60,"acceptedAnswer":70},"What needs do participants report to better prepare for teaching Asia-related content?",{"text":71,"@type":63},"Participants express a desire for more content knowledge, authentic opportunities (such as in-country experience or language capability), and pedagogical 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Priority.  \nJames Toohey  \nPeter Grainger  \nMichael Carey  \nUniversity of the Sunshine Coast  \nAbstract: Preservice teachers are soon-to-be graduates expected to deliver the Cross-Curricular Priority ‘Asia and Australia’s Engagement with Asia’. Teachers ofall learning areas are expected to teach about Asia, irrespective of their knowledge or capabilities in Asian contexts. The curriculum review has revised expectations for‘Asia literacy’ in graduates. The changes de-emphasise cultural  \nknowledge, and instead, promote relationship-building and intercultural understanding. This research identified 31 preservice teachers’perceptions oftheir Asia literacy and preparedness to teach the related curriculum initiative. Grainger and Christie’s (2016)  \nlinguistic model was used to define and measure Asia literacy.  \nThematic analysis identified (1) how participants conceptualised  \n‘meeting’ expectations for Asia literacy, and (2) how the tertiary provider might better respond to their learning needs. Like previous research (see Australian Government, 2023; Halse & Cairns, 2018), we found that most respondents felt unqualified to teach about Asia.  \nParticipants expressed the desire for more content knowledge, authentic opportunities (such as in-country experience or language capability), and pedagogical skills. We argue that the national  \nimprovement of Asia literacy in preservice teachers is tied to its assessment. There is a need to consistently define, delimit and assess Asia literacy within a framework of cultural literacy. These theoretical considerations underlie future, systemic efforts to track and evaluate along-term government initiative.  \nIntroduction  \nOne of the priorities of 21st century education is to prepare students to live and work in a world of intercultural contact. Globalisation is intensifying the need to negotiate increasingly complex and frequent exchanges of culture. While ‘global citizenship’ or‘intercultural’ goals have been a feature of the educational policies of developed nations for over fifty years (Council of Europe, 2022), the need to assess intercultural outcomes is only recently becoming an international priority. An example of this shift is evident in the amendments to the Programme for International Student Assessment (PISA). A global competencies assessment was introduced in 2018; a foreign language assessment framework linked to global competencies will be included from 2025. The Organisation for Economic Co-operation and Development (OECD) (2021) justifies these inclusions, citing the need to assess readiness to ‘engage with global problems that have deep implications for current and future generations’(p.7) . Global problems demand the ‘capacity to examine local, global and  \nintercultural issues,’ and to ‘engage in open, appropriate and effective interactions with people from different cultures’(OECD, 2021, para. 1) . Underlying these objectives is the requirement for 21st century learners to develop an intercultural capability.  \nWithin the push for an intercultural capability in students lies a more specific priority for young Australians: ‘Asia literacy’ or ‘Asia capability’. For over twenty years, there has been federal interest in the economic, political, and strategic benefits of engagement with Asia in the ‘Asian century’(Cairns & Weinmann, 2021; Salter & Maxwell, 2016) . Successive governments have long acknowledged the need for Asia literacy yet poorly defined it or limited its scope. The ‘lauded and elusive term of Asia literacy’(University of Melbourne, 2014, para. 2) is used extensively in national policy. The Melbourne Declaration on Educational Goals for Young Australians (2008) established a ‘need to become Asia literate’and ‘build strong relationships with Asia’ (The Ministerial Council on Education, Employment, Training and Youth Affairs, 2008, p. 5) . This","cbCaiknsA1Gc8xfQ","https://ap.wps.com/l/cbCaiknsA1Gc8xfQ","pdf",259713,18,"English","# Introduction\n## Asia literacy as a national and curriculum priority\n## Definitions and measurement challenges\n# Research approach\n## Participants and data collection\n## Measuring Asia literacy\n## Thematic analysis","[{\"question\":\"What does the study focus on regarding preservice teachers?\",\"answer\":\"The study examines preservice teachers’ perceptions of their Asia literacy and their perceived readiness to teach the Asia Cross-Curricular Priority.\"},{\"question\":\"How is Asia literacy defined and measured in this research?\",\"answer\":\"Grainger and Christie’s (2016) linguistic model is used to define and measure Asia literacy.\"},{\"question\":\"What needs do participants report to better prepare for teaching Asia-related content?\",\"answer\":\"Participants express a desire for more content knowledge, authentic opportunities (such as in-country experience or language capability), and pedagogical skills.\"}]","Measuring Australian Preservice Teachers’ Asia Capability and Perceived Readiness to Teach the Asia Cross-Curricular Priority | PDF",1792078621,45]