A critical analysis of two preservice teachers' knowledge of struggling readers: Raced, classed, and gendered?

Mallette, Maria H.; Readence, John E.; McKinney, Marilyn; Smith, Margaret M.

doi:10.1080/19388070009558323

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Enriching and complicating the larger picture of what is known about pre-service teacher education and content area literacy is research that demonstrates the multiple challenges connected to the education of PSTs and their attitudes towards literacy in general, and to infusing literacy into their instructional practices. Studies have shown that PSTs' conceptions of literacy are shaped by inflexible attitudes towards literacy (Bean, 1997;Draper, 2002), a lack of belief in capability and responsibility for teaching students to read (Mallette, Readence, McKinney, & Smith, 2000;Nierstheimer, Hopkins, & Schmitt, 1996;Scharlach, 2008), limited use and understanding of metacognitive strategies as part of their own reading practices (Lesley, Watson, & Elliot, 2007), and prior school experiences informing PSTs' identities and expectations for literacy in content area classrooms with an inclination to replicate traditional models of learning (Lesley, 2011).…”

Section: Content Area Literacy and Pre-service Teacher Education: A Mmentioning

confidence: 99%

Inquiring into Pre-service Content Area Teachers’ Development of Literacy Practices and Pedagogical Content Knowledge

Kukner

Orr

2015

AJTE

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The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall growth in participants' developing pedagogical content knowledge as well differences in the depth of their learning. All participants willingly supported the idea of integrating literacy in content area courses, but their successes were somewhat uneven, and reflective of their evolving pedagogical content knowledge, as they attempted to make literacy practices a regular part of their teaching practices. Our findings should be of interest to teacher education programs and school districts in supporting pre-service and beginning teachers as they develop their practices as teachers of literacy in content areas.

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Section: Content Area Literacy and Pre-service Teacher Education: A Mmentioning

confidence: 99%

Inquiring into Pre-service Content Area Teachers’ Development of Literacy Practices and Pedagogical Content Knowledge

Kukner

Orr

2015

AJTE

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These Kids Just Aren't Motivated to Read: The Influence of Preservice Teachers' Beliefs on Their Expectations, Instruction, and Evaluation of Struggling Readers

Scharlach

2008

Literacy Research and Instruction

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A critical analysis of two preservice teachers' knowledge of struggling readers: Raced, classed, and gendered?

Cited by 2 publications

References 8 publications

Inquiring into Pre-service Content Area Teachers’ Development of Literacy Practices and Pedagogical Content Knowledge

Inquiring into Pre-service Content Area Teachers’ Development of Literacy Practices and Pedagogical Content Knowledge

These Kids Just Aren't Motivated to Read: The Influence of Preservice Teachers' Beliefs on Their Expectations, Instruction, and Evaluation of Struggling Readers

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