Predictive impact of supported teaching in school practicum on pre-service teachers’ professional readiness to teach foundational literacy and numeracy

A study conducted using a correlational survey design found that the Supported Teaching in Schools (STS) practicum significantly predicts skill acquisition, competency development, and understanding of National Teaching Standards (NTS) among pre-service teachers. This practicum aims to prepare these educators for professional teaching of foundational literacy and numeracy (FLN), grounding its approach in established educational theories.

This research provides empirical evidence supporting the effectiveness of structured practical experiences in preparing future educators. Recognizing the predictive impact of such practicums on teacher readiness is crucial for ensuring the quality of instruction, particularly in foundational areas like literacy and numeracy, which underpin broader educational success.

The Supported Teaching in Schools (STS) practicum significantly influences pre-service teachers' skill acquisition.

Forward consideration, not a verified fact.