Literacy Integration in Preservice Teachers' Early Field Experiences

• In Event: Can We Talk? Conversations and Dialogue to Improve Teaching and Assessment in the Field Experience

Abstract

This study explored how pre-service middle grades pre-service teachers integrated literacy in Social Studies during their first extended field experiences. This study is relevant in light of Common Core (CCSS) frameworks emphasizing disciplinary literacy, and its context in early field experiences. Through a collective case study, we investigated how pre-service teachers integrated literacy in units they designed and taught. Findings reveal: (1) each integrated multiple literacy tasks, although many were brief and teacher directed; (2) however, with guidance from the university supervisor, pre-service teachers connected coursework to their placements through more complex literacy tasks beneficial to themselves and students. Results highlight the importance of early field experiences, and the importance of structured conversations between pre-service teachers and university supervisors.

Authors

• Amanda Wall, Georgia Southern University

• Alisa Leckie, Georgia Southern University