Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy
Abstract
This qualitative inquiry examined 14 secondary preservice teachers’ emerging understandings of disciplinary literacy. Data included preservice teachers’ written reflections and annotated lesson plans, which were analyzed for understanding of discipline-specific habits of thinking, texts, reading and writing demands of academic texts, language and vocabulary, and instructional tools. Findings revealed the current literacy course provided limited understanding of disciplinary literacy, exposing areas for course improvement. Annotated lesson plans and structured reflections were useful tools to help preservice teachers examine instructional decisions and strengthen understanding of disciplinary literacy. Limitations included small sample size, minimal sources of triangulated data, short duration of study, and inadequate focus on disciplinary literacy as the mainstay of the course. Implications for strengthening teacher preparation through course reframing and collaborative partnerships are discussed.
Reference
Masuda, A. M. (2014). Exploring Preservice Teachers’ Emerging Understandings of Disciplinary Literacy. Literacy Research and Instruction,53(4), 326-346.
Journal
Literacy Research and Instruction
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
- Post bachs (university based program)
Preservice Sample Size
14
Duration of Data Collection
Data Sources
- lesson plans
- student reflections
Data Analysis Tools
- coding to a prior categories
Researcher Positionality
- inside (staying their own students)
Research Questions
What are secondary preservice teachers’ emerging understandings of disciplinary literacy?
Is this research question explicit from the manuscript? Yes