What Work Samples Reveal about Secondary Pre-Service Social Studies Teachers' Use of Literacy Strategies

Autor/inn/en	Lenski, Susan J.; Thieman, Gayle Y.
Titel	What Work Samples Reveal about Secondary Pre-Service Social Studies Teachers' Use of Literacy Strategies
Quelle	In: Teacher Education Quarterly, 40 (2013) 1, S.63-79 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teacher Education; Student Teaching; Preservice Teachers; Social Studies; Secondary School Teachers; Work Sample Tests; Integrated Curriculum; Reading Instruction; Literacy; Educational Strategies; Comparative Analysis; Socioeconomic Status; Poverty; Teacher Expectations of Students; Teaching Methods; Content Area Reading; Qualitative Research; Learning Theories + Suchen Sie Ihr Suchwort? Lehrerausbildung; Lehrerbildung; Teaching practice; Unterrichtspraxis; Gemeinschaftskunde; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Lehrstrategie; Socio-economic status; Sozioökonomischer Status; Armut; Teaching method; Lehrmethode; Unterrichtsmethode; Sinnerfassendes Lesen; Qualitative Forschung; Learning theory; Lerntheorie
Abstract	The purpose of this study was to answer the following research questions: (1) Do secondary social studies pre-service teachers incorporate literacy strategies in their work samples during student teaching? (2) To what extent and under what conditions do secondary social studies pre-service teachers use higher levels of literacy strategies in their work samples? Findings indicated that all of the pre-service teachers used literacy strategies to varying degrees but the literacy strategies they used were embedded in content and looked different from the strategies that were taught in their content area literacy class. The authors also learned that pre-service teachers used higher-level literacy strategies, and these levels varied by the classroom context. Classes with higher levels of poverty and racial and linguistic diversity were taught lower-level strategies, and students in higher SES schools were taught higher-level strategies. The authors are pleased that the pre-service teachers are applying literacy strategies, and yet they are concerned that they are propagating the kinds of low expectations that have existed in high-poverty classrooms for decades. Findings have prompted them to redouble efforts to educate a new generation of teachers who are better prepared to successfully teach all students in all classrooms. (Contains 5 tables.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10