A Multi-Year Study of Pre-Service Teachers' Literacy Practices in the Content Areas: Time Epistemologies and Indicators of Stasis and Growth

Autor/inn/en	Mitton-Kükner, Jennifer; Murray Orr, Anne
Titel	A Multi-Year Study of Pre-Service Teachers' Literacy Practices in the Content Areas: Time Epistemologies and Indicators of Stasis and Growth
Quelle	In: Pedagogies: An International Journal, 13 (2018) 1, S.19-35 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-480X
DOI	10.1080/1554480X.2017.1376670
Schlagwörter	Preservice Teachers; Literacy; Content Area Reading; Content Area Writing; Epistemology; Educational Practices; Longitudinal Studies; Student Teacher Attitudes; Lesson Plans; Pedagogical Content Knowledge; Foreign Countries; Interviews; Canada + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Sinnerfassendes Lesen; Schriftliche Übung; Erkenntnistheorie; Bildungspraxis; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lesson planning; Unterrichtsplanung; Pädagogische Kompetenz; Ausland; Interviewing; Interviewtechnik; Kanada
Abstract	This three-year study focuses on 42 pre-service teachers' perspectives on integrating literacy into their content area teaching. Pre-service teachers described time as an influential factor shaping their teaching practices, and, we found, that perceptions of time influenced pre-service teachers' reported ability and willingness to plan for and enact the implementation of literacy strategies as part of content area lessons. While we noted a number of factors related to time, we were particularly drawn to three time-related factors that signified for pre-service teacher participants' active roles and agency in how they were enacted in the classroom. Identifying temporal concerns about curriculum, learner response to literacy practices, and use of classroom time to scaffold learning allowed us to specify aspects of participants' pedagogical content knowledge (PCK) development as well as facets of limited PCK growth. Using time as a theoretical lens to view pre-service teachers' accounts of literacy practices, we suggest, provides insights into their PCK, specifically indicators of stasis and growth, and understanding about pre-service teacher resistance or acceptance to the infusion of literacy into content area teaching. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01