Learning disciplinary literacy teaching: An examination of preservice teachers' literacy teaching in secondary subject area classrooms

被引：8
作者：
Rainey, Emily C. [1 ]
Maher, Bridget L. [2 ]
Moje, Elizabeth Birr [2 ]
机构：
[1] Univ Pittsburgh, Sch Educ, Pittsburgh, PA 15260 USA
[2] Univ Michigan, Sch Educ, Ann Arbor, MI 48109 USA
来源：
TEACHING AND TEACHER EDUCATION | 2020年 / 94卷
关键词：
ENGLISH-LANGUAGE ARTS; HISTORY CURRICULUM; SCIENCE; MATHEMATICS; DISCUSSIONS; READERS; SCHOOL; INSTRUCTION; KNOWLEDGE; PEDAGOGY;
D O I：
10.1016/j.tate.2020.103123
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
In this study, we sought to articulate observable features of literacy teaching in subject area classrooms and to explore possibilities for teacher education design focused on disciplinary literacy teaching. We analyzed video records of practice of two cohorts of secondary undergraduate teaching interns (N = 60) who were enrolled in their first semester of a three-semester university-based program. To conduct our analysis, we developed a coding scheme that reflected sociocultural theories framing inquiry and literacy as social practice. We found that interns, with support, attempted important moves related to disciplinary literacy teaching. (C) 2020 Elsevier Ltd. All rights reserved.
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页数：12
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