How pre-service teachers construct Quad Text Sets for use in secondary classrooms |
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| Affiliation: | 1. Department of Behavioural Sciences and Learning (IBL).Linköping University, SE-581 83, Linköping, Sweden;2. Department of Social and Welfare Studies (ISV), Linköping University, SE-581 83, Linköping, Sweden;1. University of Colorado, School of Education, 249 UCB, Boulder, CO, 80309, USA;2. Michigan State University, Teacher Education, 329 Erickson Hall, East Lansing, MI, 48824, USA;1. Arizona State University, Mary Lou Fulton Teachers College, Payne Hall 204 D, Tempe, AZ, 85297-1811, USA;2. University of Minnesota, 250 Education Sciences, 56 East River Road, Minneapolis, MN, 55455, USA;3. Michigan State University, Erickson Hall 4th Floor, East Lansing, MI, 48823, USA;1. Tampere University, Kalevantie 4, 33014, Finland;2. University of Jyväskylä, Alvar Aallon katu 9, PL 35, 40014, Finland |
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| Abstract: | As a multi-disciplinary team of teacher educators (in English Language Arts, English as a Second Language/Foreign Language, science, and social studies), we consider how secondary pre-service teachers (PSTs) perceive content-area literacy integration through practitioner-research study of how PSTs constructed Quad Text Sets (QTS). Results indicated that PSTs envisioned QTS as a means to teach content-specific background knowledge, and to a lesser extent content-specific literacy and general literacy. Despite positive perceptions of QTS, some PSTs, particularly science PSTS, struggled to recognize literacy’s role in content-area classrooms. We explore how teacher educators can help PSTs incorporate literacy strategies into secondary classrooms. |
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| Keywords: | Literacy Secondary Content areas Text sets Teacher education |
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