All the Ways of Reading Literature: Preservice English Teachers' Perspectives on Disciplinary Literacy

Titel	All the Ways of Reading Literature: Preservice English Teachers' Perspectives on Disciplinary Literacy
Quelle	In: English Education, 45 (2013) 4, S.361-384 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-8204
Schlagwörter	Literature; Preservice Teachers; Literacy Education; English Teachers; Language Arts; Qualitative Research; Content Analysis; Student Attitudes; Academic Discourse; Intellectual Disciplines; Masters Programs; Adolescents; Program Descriptions; Self Concept; Theories; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Literatur; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Sprachkultur; Qualitative Forschung; Inhaltsanalyse; Schülerverhalten; Discourse; Diskurs; Geisteswissenschaften; Magister course; Magisterstudiengang; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Selbstkonzept; Theory; Theorie
Abstract	In recent years the field of literacy education and research has seen an increased attention to disciplinary literacy instruction--the teaching of discipline-specific and valued ways of reading, writing, knowing, and communicating knowledge. This article is about disciplinary literacy, specifically disciplinary reading as it is understood by preservice teachers of English language arts. Data were collected from two cohorts of preservice English teachers (2010-2011; 2011-2012). Qualitative content analysis of preservice teachers' writings and interview data suggests that "reading" in the discipline of English encompasses a range of approaches to texts. It can mean paying attention to the language and form of the text, or exploring the social and cultural worlds within the work. It can also mean applying different interpretive lenses, such as the lens of race, class, gender, or culture. Much of the data also contained preservice teachers' ideas for and concerns about teaching disciplinary literacy to adolescents. Insight into preservice teachers' perspectives on disciplinary literacy can support the work of teacher educators, student teaching supervisors, and mentor teachers. (As Provided).
Anmerkungen	National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10