Preservice Teachers’ Implementation of Project-Based Learning and Its Influence on Disciplinary Literacy in the Secondary Classroom

• In Event: Roundtable Session 1
  In Roundtable Session: Literacy Across the Curriculum: Preparing Content Area Teachers to Teach Literacy

Abstract

The purpose of the following study was to examine the role that the development and implementation of Project Based Learning (PBL) plays in pre-service teachers’ development as secondary content-area literacy teachers. Work from three semesters of a content area literacy course for secondary teachers was analyzed and the findings offer insights related to the teaching of disciplinary literacy and implications for the use of PBL with secondary content teachers.

Authors

• J. David Gallagher, Mount Saint Mary College

• Matt J. Hollibush, Mount Saint Mary College