NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ908847
Record Type: Journal
Publication Date: 2010
Pages: 22
Abstractor: As Provided
Reference Count: 19
ISSN: ISSN-0034-0502
Insert Student Here: Why Content Area Constructions of Literacy Matter for Pre-Service Teachers
Gritter, Kristine
Reading Horizons, v50 n3 p147-168 2010
This article explores content area pre-service teacher beliefs about disciplinary knowledge, perceptions of effective content area teaching, and existing beliefs about how to integrate literacy into the content areas. Ten pre-service teachers across ten secondary content areas were asked to describe three important variables in secondary teaching: 1) the knowledge of their content area, 2) characteristics of a successful content area teacher, and 3) literacy activities that would optimally convey disciplinary knowledge to students. Content area responses to the first two prompts yielded comparatively static, teacher-centered notions of knowledge and teaching. However, responses to the third prompt indicated at least partial resistance to transmission-style teaching and more student-centered pedagogies. The author asserts that content area literacy courses can be a contact zone in which pre-service teachers consider and reconsider how disciplinary epistemology maps onto effective content area literacy instruction. (Contains 3 figures.)
Western Michigan University, College of Education. 1903 West Michigan Avenue, Kalamazoo, MI 49008. Tel: 269-387-3498; Fax: 269-387-6272; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools; Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A