Research Summary: 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.

Why it matters

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.

Key insights

• The Supported Teaching in Schools (STS) practicum significantly influences pre-service teachers' skill acquisition.
• The STS practicum significantly predicts the development of competencies among pre-service teachers.
• Understanding of National Teaching Standards (NTS) is significantly predicted by the STS practicum.
• The STS practicum is designed to prepare pre-service teachers for the professional instruction of foundational literacy and numeracy (FLN).
• The study adopted a correlational survey design, utilizing a questionnaire with 2,462 stratified pre-service teacher samples.
• Theoretical underpinnings include Shulman's Knowledge-Based Model of Teaching, Kolb's Experiential Learning theory, and Bandura's Self-Efficacy theory.
• Data analysis was performed using Partial Least Squares Structural Equation Modelling.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1902556