Acknowledging, Noticing, and Reimagining Disciplinary Instruction: The Promise of New Literacies for Guiding Research and Practice in Teacher Education

Autor/inn/en	Draper, Roni Jo; Wimmer, Jennifer J.
Titel	Acknowledging, Noticing, and Reimagining Disciplinary Instruction: The Promise of New Literacies for Guiding Research and Practice in Teacher Education
Quelle	In: Action in Teacher Education, 37 (2015) 3, S.251-264 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-6620
DOI	10.1080/01626620.2015.1004604
Schlagwörter	Teacher Education; Educational Theories; Literacy Education; Elementary Secondary Education; Technology Uses in Education; Educational Technology; Content Area Reading; Postsecondary Education; Teaching Methods; Educational Research + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Educational theory; Theory of education; Bildungstheorie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Sinnerfassendes Lesen; Post-secondary education; Tertiäre Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung
Abstract	In this theoretical article the authors review the theories and issues surrounding new literacies to determine their possible consequences for the preparation of teachers. The authors examined these theories alongside artefacts from the disciplines, content-area classrooms, and teacher education curricula. This interpretive work allowed the authors to (1) acknowledge the presence of new literacies in disciplinary practices, (2) notice that content-area classrooms are new literacies spaces, and (3) reimagine the curricula used to prepare teachers for work in content-area classrooms. Implications for classroom instruction and teacher education are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01