Abstract

Literacy teaching is baffling! Pre-service teachers in the first few years of their Education degrees are required to grapple with an enormous amount of information as they try to manoeuvre their way around the busy literacy curriculum. Depending on their practicum experiences, it is possible that pre-service teachers’ understandings of literacy teaching and learning might not have progressed too far beyond their text books by the time they are required to deliver a coherent literacy program in their own classrooms. This paper shares the literacy coaching experience offered to undergraduate students at Edith Cowan University (ECU), where small tutorial groups work with the support of an experienced teacher to deliver tutoring to year one and two children from local schools in Perth, Western Australia.