Implicating Criticality in Disciplinary Literacy Teacher Education

• In Event: Advancing Literacy for Transformative Change

Abstract

This literature review examines recent studies on disciplinary literacy teacher education, professional development, and teacher-researcher collaborations, with a focus on criticality. Using a critical disciplinary literacy framework (Dobbs et al., 2025), we analyze how research addresses social contexts, texts, tasks, students, and teacher learning. Studies often emphasize disciplinary norms over challenging dominant perspectives. Our findings highlight opportunities for richer considerations of criticality in disciplinary literacy instruction in teacher education and professional development.

Authors

• Heather Waymouth, West Chester University of Pennsylvania

• Madison Ann Weary, West Chester University

• Kathleen A Hinchman, Syracuse University