Using Inquiry to Develop Agricultural Education Preservice Teachers' Disciplinary Literacy Pedagogy

Autor/inn/en	Lemley, Stephanie M.; Hart, Steven M.
Titel	Using Inquiry to Develop Agricultural Education Preservice Teachers' Disciplinary Literacy Pedagogy
Quelle	In: Journal of Agricultural Education, 60 (2019) 4, S.149-163 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-0541
Schlagwörter	Literacy Education; Agricultural Education; Secondary School Students; Preservice Teachers; Scaffolding (Teaching Technique); Content Area Reading; Content Area Writing; Agricultural Engineering; Teaching Methods; Lesson Plans; Practicums; Learner Engagement; Case Studies; Teacher Education Programs + Suchen Sie Ihr Suchwort? Agriculture; Education; Landwirtschaftliche Ausbildung; Landwirtschaft; Ausbildung; Sekundarschüler; Sinnerfassendes Lesen; Schriftliche Übung; Agrarindustrie; Agronomie; Agrarwissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Practicum; Praktikum; Praktika; Case study; Fallstudie; Case Study
Abstract	In this study, we examined using a Disciplinary Literacy Project (DLP) to develop secondary agricultural education preservice teachers' disciplinary literacy perspectives and practices. Our findings revealed that the three preservice teachers developed a deeper understanding of agricultural literacies and applied this knowledge in different ways to scaffold students' engagement with discipline-specific practices. Implications include that disciplinary literacy inquiry projects can strengthen beginning teachers' understanding of discipline-specific literacy practices and habits of thinking and encourage teachers to scaffold their students in authentic disciplinary practices. (As Provided).
Anmerkungen	American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site: http://www.aaaeonline.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06