Australian Journal of Teacher Education
Abstract
The focus of this qualitative multi-year case study is on pre-service teachers’ experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall growth in participants’ developing pedagogical content knowledge as well differences in the depth of their learning. All participants willingly supported the idea of integrating literacy in content area courses, but their successes were somewhat uneven, and reflective of their evolving pedagogical content knowledge, as they attempted to make literacy practices a regular part of their teaching practices. Our findings should be of interest to teacher education programs and school districts in supporting pre-service and beginning teachers as they develop their practices as teachers of literacy in content areas.
Recommended Citation
Mitton Kukner, J., & Murray Orr, A. (2015). Inquiring into Pre-service Content Area Teachers’ Development of Literacy Practices and Pedagogical Content Knowledge. Australian Journal of Teacher Education, 40(5). https://doi.org/10.14221/ajte.2015v40n5.3
Included in
Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons