Primary Educators’ Knowledge of Grammatical Concepts as Mandated in the Australian Curriculum (English): Comparison of Pre and In-Service Teachers

Abstract

This study aims to improve grammar pedagogy in pre-service teaching institutions. While acknowledging grammar and grammar teaching are contentious issues, the National Curriculum, subsequent state curriculums and national testing, have refocused attention on whether teachers have the requisite subject knowledge to teach grammar to students effectively. Therefore, this mixed methods study contrasts pre-service and in-service teacher beliefs and experiences on grammar and grammar teaching, and knowledge of terminology and concepts, to inform pre-service pedagogical practice.