Examining Preservice Teachers’ Perceptions of Planning for Culturally Relevant Disciplinary Literacy

Autor:	Jamie Colwell, Kristen H. Gregory, Valerie A. Taylor
Rok vydání:	2020
Předmět:	media_common.quotation_subject Teaching method 05 social sciences 050401 social sciences methods 050301 education Visual arts education Literacy Education Physical education 0504 sociology Critical thinking Perception Pedagogy Psychology 0503 education Discipline Qualitative research media_common
Zdroj:	Journal of Teacher Education. 72:195-208
ISSN:	1552-7816 0022-4871
DOI:	10.1177/0022487120913853
Popis:	This qualitative multiple case study examined four preservice teachers’ planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform crosscontent literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction.
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::7818d459133afd9c2c054dbd2b051a5b https://doi.org/10.1177/0022487120913853 Zobrazit plný text záznamu