Listening to the Voices of Teacher Candidates to Design Content Area Literacy Courses

While teacher candidates take courses that prepare them to deliver content in secondary content area classrooms, they often lack the knowledge necessary to help their future students learn discipline-specific information through the use of literacy strategies. In many cases, content area teacher can...

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Bibliographic Details
Published inJournal of inquiry and action in education Vol. 8; no. 2; pp. 34 - 53
Main Authors Friedland, Ellen, Kuttesch, Elizabeth, McMillen, Susan, del Prado Hill, Pixita
Format Journal Article
LanguageEnglish
Published Buffalo State College School of Education 2017
Subjects
Attitude Change
Content Area Reading
Content Area Writing
Design
Literacy Education
Preservice Teachers
Pretests Posttests
Program Effectiveness
Secondary School Teachers
Student Attitudes
Student Surveys
Teacher Education Programs
New York
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Summary:While teacher candidates take courses that prepare them to deliver content in secondary content area classrooms, they often lack the knowledge necessary to help their future students learn discipline-specific information through the use of literacy strategies. In many cases, content area teacher candidates do not view themselves as literacy educators, believing instead that English teachers or elementary level educators are responsible for developing the reading and writing skills of students. However, development as teachers of literacy is possible. Through a content area literacy course taken as part of a teacher preparation program, secondary content area teacher candidates reported changes in their perceptions of and willingness to use literacy strategies to improve the learning outcomes of their students. Through pre-course and post-course surveys, teacher candidates reported an expanded understanding of the importance of literacy in the development of content knowledge.
ISSN:2159-1474
2159-1474