Supporting student teachers' inquiry-led academic literacies

Developing an Academic Literacies approach is increasingly being seen as important for student teacher development on transition to HE. Not only for assessment purposes but as a key area of development that supports identity, employability and one that students need more support with.

Current literature is focussed on theoretical models, tutor perspectives and the pedagogy of Academic Literacies development meaning there is a distinct lack of student voice and an understanding of their perceptions. Course design should consider how student teachers perceive their development within an academic literacies approach and progress towards being research informed professionals with the ability to make evaluative judgements of their own academic performance. (Tai et al, 2017)

Reflexive Thematic Analysis of student teacher perceptions of academic literacies highlighted commonalities and differences in perceptions of identity and support. Academic Literacies were defined through student teacher’s current lived experience of developing and receiving feedback for this area of learning within their programme and through the lens of theoretical models (Lea and Street, 2006) and current research into creative programme approaches (Abegglen et al, 2019). This study found students predominantly view Academic Literacies as visible study skills and mainly surface level features of reading and writing. They also believe that students should proactively seek support to develop their academic literacies.

 “It’s there if you look for it!”
(Student A, Focus Group 2023)
However, clarity of expectations in teaching within an inquiry led academic literacies approach was found to be inconsistent for students and the responsibility of academic tutors and professional services in providing support for development of this was unclear to some student teachers. As a result of contradictory guidance and unclear expectations students still struggle to develop academic literacies with a resulting negative impact on their self-efficacy (Prat-Sala and Redford, 2012) and retention and progression through their course.

The implications for these findings are programmes that support beyond technical skill and develop identity, promote proactivity and purposeful use of academic voice. An inquiry led academic literacies approach that makes explicit the purpose and benefits of developing Academic Literacies for student teachers should be prioritised and embedded (Thies and Rosario, 2014) within taught content and authentic assessment to support development of student teachers’ academic identity. Student teacher oracy (Heron, 2019) and feedback literacy (Carless and Boud, 2018) has been further explored to inform an inquiry led approach.

Student teachers are at different stages with their readiness to develop conversancy in their discipline and inquiry led and embedded support in ITE programmes to develop Academic Literacies is essential for student teacher development.