Pushing at the Boundaries: Developing a Disciplinary Literacies Pedagogy in Secondary Content-Area Teacher Education

• In Event: 26.079 - Roundtable Session 7
  In Roundtable Session: 26.079-2 - Discipline-Specific Innovations in Teacher Education

Abstract

This narrative inquiry investigates the experiences of secondary content area preservice teachers facilitating out-of-school e-book clubs with adolescents during Content Area Reading. It examines connections between participants’ disciplinary knowledge and literacy pedagogies within a Disciplinary Literacies Pedagogy (DLP) framework. Case studies include three preservice teachers (English, science, and social studies). Data were generated through field notes, interviews, assignments, and book club artifacts and analyzed using holistic thematic inductive and deductive coding schemes. Participants demonstrate emerging, but not fully realized, understandings of their future roles as content literacy teachers. These findings are important to consider in the preparation of secondary preservice teachers to enact disciplinary literacy instruction that is relevant and engaging for adolescent students.

Authors

• Terri L. Rodriguez, College of Saint Benedict

• Alexandra Olivia Santau, Duquesne University

• Jason K. Ritter, Duquesne University