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It details and analyzes assessment initiatives in a newly built four-year Bachelor of Education program at an Australian university, considering debates about pre-service primary teachers’ literacy capabilities. Findings and discussion address literacy teacher educators, particularly regarding how standardized assessment shapes teachers’ professional futures.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/rethinking-the-literacy-capabilities-of-pre-service-primary-teachers-in-testing-times-article-4/593536/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/rethinking-the-literacy-capabilities-of-pre-service-primary-teachers-in-testing-times-article-4/593536.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does the paper propose aligning teacher accreditation with digital literacies?","Question",{"text":112,"@type":113},"It presents a responsible alignment between accreditation requirements and a scholarly push to incorporate digital literacies so pre-service teachers can meet evolving educational needs and practices.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What assessment initiatives are analyzed?",{"text":117,"@type":113},"The paper describes and analyzes assessment initiatives introduced in a newly constructed four-year undergraduate Bachelor of Education program at an Australian university.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the paper’s concern regarding standardized literacy assessment?",{"text":121,"@type":113},"It highlights implications for literacy teacher educators about the impact of standardized assessment practices on teachers’ professional futures.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593536,1792603451,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 38 | Issue 10 | Article 4 |\n| --- | --- |\n| 2013\u003Cbr>Rethinking the Literacy Capabilities Primary Teachers in Testing Times\u003Cbr>Eileen Honan\u003Cbr>The University of Queensland, e.honan@uq.edu.au\u003Cbr>Beryl Exley\u003Cbr>Queensland University of Technology, [b.exley@qut.edu.au](b.exley@qut.edu.au)\u003Cbr>Lisa Kervin\u003Cbr>University of Wollongong, [lkervin@uow.edu.au](lkervin@uow.edu.au)\u003Cbr>Alyson Simpson\u003Cbr>The University of Sydney, alyson.simpson@sydney.edu.au\u003Cbr>Muriel Wells\u003Cbr>Deakin University, [muriel.wells@deakin.edu.au](muriel.wells@deakin.edu.au) | of Pre-Service |\n\nRecommended Citation  \nHonan, E., Exley, B., Kervin, L., Simpson, A., & Wells, M. (2013). Rethinking the Literacy Capabilities of Pre-Service Primary Teachers in Testing Times. Australian Journal of Teacher Education, 38 (10).  \n[http://dx.doi.org/10.14221/ajte.2013v38n10.3](http://dx.doi.org/10.14221/ajte.2013v38n10.3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol38/iss10/4](http://ro.ecu.edu.au/ajte/vol38/iss10/4)  \nAustralian Journal of Teacher Education  \nRethinking the Literacy Capabilities of Pre-Service Primary Teachers in  \nTesting Times  \nEileen Honan  \nThe University of Queensland  \nBeryl Exley  \nQueensland University of Technology  \nLisa Kervin  \nUniversity of Wollongong  \nAlyson Simpson  \nThe University of Sydney  \nMuriel Wells  \nDeakin University  \nAbstract: This paper demonstrates how teacher accreditation  \nrequirements can be responsibly aligned with a scholarly impetus to  \nincorporate digital literacies to prepare pre-service teachers to meet  \nchanging educational needs and practices. The assessment initiatives  \nintroduced in the newly constructed four year undergraduate Bachelor  \nof Education program at one Australian university are described and  \nanalysed in light of the debates surrounding pre-service primary  \nteachers’ literacy capabilities. The findings and subsequent discussion  \nhave implications for all literacy teacher educators concerned about  \nthe impact of standardised assessment practices on the professional  \nfuture of teachers.  \nIntroduction  \nAs a group of committed literacy teacher educators from five universities across three Australian states, the authors bring professional critique to the problematic issue of what counts in current and possible future measures of pre-service teachers’ literacy capacity. In times when normalising models of literacy assessment ignore innovative developments in technologies, we provide an example of what is happening at the ‘chalk-face’ of literacy teacher education. This paper describes a study that demonstrates how responsible alignment of teacher accreditation requirements with a scholarly impetus to incorporate digital literaciesto prepare pre-service teachers will help address changing educational needs and practices (AITSL 2012; Gillen & Barton 2010; Hattie 2003; Johnson, Smith, Willis, Levine & Haywood 2011; Klein 2006; Masny & Cole 2012; OECD 2011) .  \nPre-Service Teachers’ Literacy Capabilities: Discourses of Deficit and Blame  \nMuch of the literature investigating pre-service primary teachers’ literacy capabilities employs a discourse of deficit, which places emphasis on their supposed inadequacies rather than their strengths (Fielding-Barnsley 2010; Fielding-Barnsley & Purdie 2005) . As Stephenson (2009) reminds us, unfounded concepts or ‘memes’ do not have to be based on any empirical validity to become commonplace and unquestioned (see, for example, Hattie 2003; Snyder 2008) . “Successful memes tend to be those that grab attention, trigger an  \nVol 38, 10, October 2013 48  \nAustralian Journal of Teacher Education  \nemotional response, help in the creation of new memes, fit in with existing memes and memeplexes, and those that provide an explanation of observations and experiences”(Stephenson 2009, p. 38) . The portrayal of the beginning teacher or pre-service teacher whois lacking in literacy compe","cbCaitdbfiHsSjW5","https://ap.wps.com/l/cbCaitdbfiHsSjW5","pdf",156740,17,"English","# Introduction\n# Pre-Service Teachers’ Literacy Capabilities: Discourses of Deficit and Blame","[{\"question\":\"How does the paper propose aligning teacher accreditation with digital literacies?\",\"answer\":\"It presents a responsible alignment between accreditation requirements and a scholarly push to incorporate digital literacies so pre-service teachers can meet evolving educational needs and practices.\"},{\"question\":\"What assessment initiatives are analyzed?\",\"answer\":\"The paper describes and analyzes assessment initiatives introduced in a newly constructed four-year undergraduate Bachelor of Education program at an Australian university.\"},{\"question\":\"What is the paper’s concern regarding standardized literacy assessment?\",\"answer\":\"It highlights implications for literacy teacher educators about the impact of standardized assessment practices on teachers’ professional futures.\"}]","Rethinking the Literacy Capabilities of Pre-Service Primary Teachers in Testing Times - Article 4 | PDF",1792077434,43]