NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ994104
Record Type: Journal
Publication Date: 2012-Aug
Pages: 20
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-0018-2745
Using Disciplinary Literacy to Develop Coherence in History Teacher Education: The Clinical Rounds Project
Bain, Robert B.
History Teacher, v45 n4 p513-532 Aug 2012
Since 2005, the author and Elizabeth Moje have been engaged in a project to create a more coherent and cohesive program to prepare secondary teachers at the University of Michigan, a project they call the Clinical Rounds Project. Central to this effort has been their use of "disciplinary literacy" to build connections and enhance prospective teachers' capacity to use reading and writing to teach history to a range of learners across a range of contexts. What began as an explicit, three-semester focus on helping prospective teachers learn to use the historian's specialized knowledge and literacy practices has mandated a number of programmatic reforms, each reducing significantly the fragmentation that preservice teachers face. The Rounds Project thus far has centered mostly on improving the undergraduate teacher education in history and the social sciences, though they have begun to extend their efforts into the science, math, and English language arts areas. Their program is relatively small, certifying approximately 400 secondary students per year in all content areas. In this essay, the author describes their decision to make adolescent and disciplinary literacy central to the work of preparing teachers, explains what this has meant for their program, and offers a bit about what they are learning from this work. (Contains 35 notes.)
Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan