Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing
Abstract
The field of content area literacy instruction is shifting from a general understanding of literacy towards disciplinary literacy. Much of the work in the field of disciplinary literacy has focused on reading, while writing has often been overlooked. This article summarizes the findings of a qualitative case study of two preservice teachers as they experienced a unit of study during a Reading in the Content Areas course. Described in the article is how the unit of study as a writing assignment encompasses three aspects of disciplinary literacy: (1) discourses and practices in disciplinary learning and literacy, (2) identities and identifications in disciplinary learning and literacy, and (3) knowledge in disciplinary learning and literacy. Results found the unit of study enhanced preservice teachers’ knowledge of their discipline and writing instruction. The unit of study approach to writing instruction may offer literacy educators a way to engage preservice teachers in writing specific to their discipline.
Reference
Pytash, K. E. (2012). Engaging Preservice Teachers in Disciplinary Literacy Learning Through Writing. Journal of Adolescent & Adult Literacy, 55(6), 527–538.
Journal
Journal of Adolescent and Adult Literacy
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
- M.Ed. program
- Undergraduates (university based program)
Preservice Sample Size
41
Other Participant Data
- Administrators/Supervisors
Duration of Data Collection
Data Sources
- Document Analysis
- Interviews
- Survey
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- Inside (studying their own practices)
Research Questions
How does providing PTs opportunities in which they live disciplinary literacy through their own reading and writing assignments support their development of a disciplinary literacy instruction perspective? OR ...How does a unit of study approach to writing instruction engage preservice teachers in writing specific to their discipline?
Is this research question explicit from the manuscript? No
In what ways did experiencing the unit of study impact PTs'
perceptions of how they would teach writing?
Is this research question explicit from the manuscript? Unknown