ABSTRACT The initial and ongoing professional education of teachers to prepare them to support students’ literacy development warrants research attention. The importance of meeting the needs of struggling literacy learners in secondary school does not diminish as students move through the years of schooling. This paper reports on data from the 2019 Supporting Struggling Secondary Literacy Learners mixed-methods project, which sought to explore the challenges of meeting the needs of struggling literacy learners in Australian secondary schooling, from the perspectives of teachers of mainstream English classrooms. Adequacy of initial teacher education to support struggling literacy learners seems to have been low for the majority of teachers, and for both recent and earlier graduates. Where gaps were indicated, qualitative data provided valuable insights. Findings can be used to inform initial teacher education programmes and ongoing professional development opportunities, to ensure that such learning experiences are reflective of current teacher needs.

中文翻译：

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教师对他们在中学英语课堂中支持有困难的识字学习者的准备情况的看法

摘要 教师最初和持续的专业教育，以帮助他们为支持学生的读写能力发展做好准备，值得研究关注。满足中学识字学习者的需求的重要性不会随着学生在学校教育的岁月而减少。本文报告了来自 2019 Supporting Strugling Secondary Literacy Learners 混合方法项目的数据，该项目试图从主流英语课堂教师的角度探索满足澳大利亚中学识字学习者需求的挑战。对于大多数教师以及近期和较早的毕业生而言，用于支持挣扎中的识字学习者的初始教师教育的充分性似乎较低。指出差距的地方，定性数据提供了宝贵的见解。调查结果可用于为初始教师教育计划和持续的专业发展机会提供信息，以确保此类学习体验能够反映当前教师的需求。