Mentoring Preservice Teachers in Disciplinary Literacies
A Model of Content Area Literacy Instruction
Bibliographic Data
| ID | 12794594 |
|---|---|
| Authors | Steven A Kushner (0000-0002-9777-3338, corresponding author), Nathan C Phillips (0000-0003-1571-5503) |
| Year | 2019 |
| Volume | 16 |
| Issue | 3 |
| Pages | 229-246 |
| Publication date | 2019-10-28 |
| Open Access | No |
| Type | ARTICLE |
| Venue | The New Educator (JOURNAL) |
| Journal identifiers | ISSN: 1549-9243 • E-ISSN: 1549-9243 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/1547688x.2019.1672844 |
| OpenAlex | W2591942921 |
| Language | EN |
| References cited | 10 |
Despite the growing body of literature emphasizing the specialized literacy practices within the disciplines, the literature concerning how to prepare preservice teachers for disciplinary literacy instruction is less clear. In this article, we present a mentorship model for content area teacher preparation that Steve (first author) developed and that we implemented in a university content literacy course. In this pedagogical framework, university faculty – i.e., historians, mathematicians, and scientists – mentor preservice teachers into modes of thinking, reading, and problem solving that are consistent with their disciplines. We focus here on presenting the model as a pedagogical innovation for literacy teacher educators, underscoring the need to build collaborative relationships across departments, colleges, and faculty to support preservice teacher literacy development
Discipline · Faculty Development · Literacy · Mathematics education · Medical education · Mentorship · Pedagogy · Political science · Professional development · Reading (process · Sociology · Teacher education · Teacher Preparation · Collaborative Teaching and Inclusion · Educator Training and Historical Pedagogy · Medicine · Psychology · Teacher Education and Leadership Studies
Literacy in Theory and Practice
Ways with Words
Preparing Content Area Teachers for Disciplinary Literacy Instruction
The Implications of Disciplinary Literacy
Foregrounding the Disciplines in Secondary Literacy Teaching and Learning
Habits of Practice
But What Does It Look Like? Illustrations of Disciplinary Literacy Teaching in Two Content Areas
American Educational Research Journal, 1964-1968
Differences Among Teachers in a Task Characterized by Simultaneity, Multidimensional, and Immediacy
| Highly cited | No |
|---|