Literacy Pedagogical Content Knowledge in Secondary Teacher Education: Reflecting on Oral Language and Learning across the Disciplines

Autor/in	Love, Kristina
Titel	Literacy Pedagogical Content Knowledge in Secondary Teacher Education: Reflecting on Oral Language and Learning across the Disciplines
Quelle	In: Language and Education, 23 (2009) 6, S.541-560 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0782
Schlagwörter	Teacher Education Programs; Written Language; Oral Language; Language Role; Secondary School Teachers; Literacy; Pedagogical Content Knowledge; Teaching Methods; Preservice Teachers; Student Attitudes; High Schools; Academic Discourse; Metalinguistics; Foreign Countries; Graduate Study; Discourse Analysis; Scaffolding (Teaching Technique); Australia + Suchen Sie Ihr Suchwort? Geschriebene Sprache; Oral interpretation; Mündlicher Sprachgebrauch; Alphabetisierung; Schreib- und Lesefähigkeit; Pädagogische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; High school; Oberschule; Discourse; Diskurs; Metalanguage; Metasprache; Ausland; Aufbaustudium; Graduiertenstudium; Hauptstudium; Diskursanalyse; Australien
Abstract	In this paper I argue that an understanding of the role of language and literacy in learning disciplinary content should be a key component of the pedagogical content knowledge covered in the preparation of high school teachers. I identify three components of this "literacy pedagogical content knowledge" (LPCK): knowledge about how spoken and written language can be best structured for effective learning; recognition that subject areas have their own characteristic language forms and hence entail distinctive literacy practices; and capacity to design learning and teaching strategies that account for subject-specific literacies and language practices. I outline how this concept of LPCK has been incorporated into a teacher education program, focusing on prospective teachers' reflections of how spoken language in their high school classrooms contributes to the more literate forms of reasoning valued in various subjects. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10