Content integration through the eyes of novice and experienced teachers
Abstract
The article focuses on research and practical interdisciplinary instructions, and disciplinary literacy courses such as science, English and social studies taken by middle and secondary preservice teachers in order to help their students in reading and writing. It presents a study focuses on the attitude of preservice teachers towards interdisciplinary instruction. It also mentions the effect of preservice teaching experiences on inservice teachers.
Reference
Barry, A. L. (2013). Content integration through the eyes of novice and experienced teachers. Teacher Education Quarterly, 40(3), 93-106.
Journal
Teacher Education Quarterly
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
51
Duration of Data Collection
Data Sources
Data Analysis Tools
Researcher Positionality
- Inside (studying their own practices)
Research Questions
understanding preservice teachers' attitudes toward the use of museums as a space for promoting disciplinary literacy.
Is this research question explicit from the manuscript? No