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ERIC Number: EJ1125988
Record Type: Journal
Publication Date: 2016
Pages: 9
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1938-1611
EISSN: N/A
Facilitating Middle Level Pre-Service Teachers' Literacy Integration in Early Field Experiences
Leckie, Alisa; Wall, Amanda
Current Issues in Middle Level Education, v21 n1 p6-14 2016
This study explored how pre-service teachers integrated literacy in middle level social studies. This study was conducted in the context of the Common Core State Standards (CCSS) and their focus on disciplinary literacy, the Council for the Accreditation of Educator Preparation (CAEP) Standards and their focus on rich clinical experiences, and concepts of interdisciplinary and integrated curriculum central to middle level philosophy (NMSA, 2010). Three pre-service teachers in their first extended field practicum took part in this collective case study (Yin, 2009). We identified two key findings. First, these pre-service teachers primarily integrated literacy in ways that were brief, teacher-directed, and sometimes optional for students. Second, and more promising, the pre-service teachers integrated more complex disciplinary literacy tasks when they made connections among literacy strategies, the content, and their students' needs. These more complex literacy tasks often were developed through collaborative, structured conversations between each pre-service teacher and the university supervisor.
National Association of Professors of Middle Level Education. Web site: http://www.napomle.org/journal.html
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A