Exploring Secondary Education Majors’ Literate Identities in Disciplinary Contexts

• In Event: Preservice Teachers and the Pursuit of Equitable Disciplinary Literacy

Abstract

Disciplinary identities, or enactments of self reflecting habits of practice, provide insight into why secondary teachers remain resistant toward integrating literacy into their content instruction. This narrative inquiry uses secondary teacher candidates’ personal practical theories, adapted textual lineages with meaningful texts shaping their disciplinary thinking, and reflective interviews to examine (a) what literate identities teacher candidates possess and (b) how critical examinations of those identities shape how they frame literacy within disciplinary curriculum and instruction.

Authors

• Stephanie M Lemley, Mississippi State University

• Tierney B Hinman, Auburn University