A Content Area Reading Course Re-Imagined: A Situated Case Study of Disciplinary Literacies Pedagogy in Secondary English Teacher Education

Autor/in	Rodriguez, Terri L.
Titel	A Content Area Reading Course Re-Imagined: A Situated Case Study of Disciplinary Literacies Pedagogy in Secondary English Teacher Education
Quelle	In: Literacy Research and Instruction, 54 (2015) 2, S.163-184 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-8071
DOI	10.1080/19388071.2014.997943
Schlagwörter	Content Area Reading; Secondary School Teachers; Preservice Teachers; English Teachers; Books; Clubs; Case Studies; Literacy Education; Urban Youth; Required Courses; Interviews; Assignments; Self Concept; Teaching Methods; Student Attitudes; Teacher Educators; Teacher Education; Qualitative Research; Personal Narratives + Suchen Sie Ihr Suchwort? Sinnerfassendes Lesen; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Book; Buch; Monographie; Monografie; Club; Klub; Case study; Fallstudie; Case Study; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; Pflichtkurs; Interviewing; Interviewtechnik; Assignment; Auftrag; Zuweisung; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Qualitative Forschung; Erlebniserzählung
Abstract	This study investigates the experiences of one secondary preservice English teacher facilitating an out-of-school e-book club with urban youth while enrolled in a required course entitled Content Area Reading. Data were generated through field notes, interviews, course assignments, and book club artifacts and narratively analyzed using holistic thematic inductive and deductive coding schemes. Findings show how the participant recruits his experiences and identities as a reader, a former grant writer, and an aspiring English teacher to develop a disciplinary literacies pedagogy informed by his knowledge of disciplinary Discourses and youths' lives. These findings have implications for how teacher educators prepare secondary English teachers to craft relevant and engaging content literacy instruction. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01