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Preservice STEM Teachers, Disciplinary Literacy, and Embracing the Uncomfortable
Mon, April 25, 8:00 to 9:30am PDT (8:00 to 9:30am PDT), Division Virtual Rooms, Division K - Section 05: Pre-service Teacher Education Coursework: Curriculum and Pedagogy to Improve Teacher Knowledge and Instruction Virtual Paper Session RoomAbstract
Given the historical pattern of primarily English/Language Arts teachers being responsible for reading comprehension and writing instruction strategies, many disciplinary teachers are reticent to teach reading strategies and expect in-depth writing products in their classes (Gabriel & Wenz, 2017; Paugh & Wendell, 2021). However, with the CCSS's and the NGSS (2013), these teaching skills are exactly that is expected of new teachers entering the field in STEM content areas (Colwell, et al., 2021; Hayden & Eades-Baird, 2020). This mixed method pilot study, discovered pre-service STEM teachers’ attitudes toward literacy instruction, their attitude change over the course of the semester, and their increased sense of self-efficacy in teaching literacy standards when taught effective literacy strategies.