Preservice Teacher Inquiry as a Catalyst in Developing Pedagogical Content Knowledge for English Teaching With Diverse Learners

• In Event: Addressing the Diverse Needs of All Learners

Abstract

Learning to teach English language arts (ELA) requires pedagogical content knowledge (PCK), an amalgam of content knowledge and knowledge of pedagogy. PCK is crucial as new teachers learn to make ELA content meaningful and accessible for culturally and linguistically diverse learners, and work to maintain deep content and process exploration in the context of scripted curricula, pacing guides, and standardized testing. Through examination of product and process data of 96 preservice teacher inquiries collected over seven years at one institution, this study examines how inquiry served as a catalyst for new teachers to develop PCK needed for ELA teaching.

Authors

• Steven Z. Athanases, University of California - Davis

• Juliet Michelsen Wahleithner, California State University - Fresno

• Lisa H. Bennett, University of California - Davis