“A-Ha” Moments: Bridging Content-Area Literacy and Disciplinary Learning for Secondary Preservice Credential Candidates

• In Event: Roundtable Session 20
  In Roundtable Session: Innovations in Disciplinary Literacy Pedagogies for Preservice Teachers

Abstract

Entering the Common Core State Standards (CCSS) era, secondary preservice credential candidates from all disciplines must be equipped with knowledge and practices relevant to the development of content area understanding through literate practices. This paper examines evolving notions of relevance, knowledge, and self-efficacy among 52 preservice secondary credential candidates (from various disciplines) during a one-semester content area literacy course. The paper focuses on the importance of creating connections between disciplinary learning and content area literacy approaches and practices. For preservice candidates to see the value of content area literacy, they must have multiple opportunities to understand, participate in and develop content-focused literacy practices. This paper offers insight to teacher educators working with prospective secondary teachers from all fields.

Author

• Betina Hsieh, California State University - Long Beach