Examining Preservice Teachers' Perceptions of Planning for Culturally Relevant Disciplinary Literacy

Bibliographic Data

ID4309262
AuthorsJamie Colwell (0000-0002-7037-1718, Old Dominion University, Norfolk, VA, USA, corresponding author), Kristen Gregory (0000-0002-4879-0991, East Carolina University, Greenville, NC, USA), Valerie Taylor (0000-0002-2082-5080, Old Dominion University, Norfolk, VA, USA)
Year2021
Volume72
Issue2
Pages195-208
Publication date2021-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Teacher Education (JOURNAL)
Journal identifiersISSN: 0022-4871 • E-ISSN: 1552-7816
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0022487120913853
OpenAlexW3019433997
LanguageEN
Citations received14
References cited42

This qualitative multiple case study examined four preservice teachers' planning and perceptions of planning for culturally and socially relevant disciplinary literacy instruction in secondary disciplines. Four disciplines were represented: art, English, history, and physical education (P.E.)/health. This research sought to understand how a secondary literacy course and its requirements, with a particular focus on culturally relevant disciplinary literacy (CRDL) instruction. Particularities of the four disciplines of study represented were also considered to inform crosscontent literacy coursework. Findings indicated preservice teachers (PSTs) recognized potential of CRDL to engage students in critical thought. However, core disciplines (English and history) had varying viewpoints of the reality of such instruction compared with noncore disciplines (art and P.E./health), and all PSTs struggled to perceive CRDL as a primarily student-focused approach to instruction

Coursework · Discipline · Literacy · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · Teacher education · Viewpoints · Digital Storytelling and Education · Educator Training and Historical Pedagogy · Literacy, Media, and Education · Psychology

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