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dc.contributor.author Estrada, Kelly en
dc.contributor.author Grady, Karen en
dc.date.accessioned 2014-11-26T21:44:11Z en
dc.date.available 2014-11-26T21:44:11Z en
dc.date.issued 2011-11 en
dc.identifier.citation Kelly Estrada & Karen Grady (2011) Reflective inquiry and pre-service teachers’ conceptions of content area literacies, Reflective Practice: International and Multidisciplinary Perspectives, 12:6, 749-762. en
dc.identifier.issn 1470-1103 en
dc.identifier.uri http://hdl.handle.net/10211.3/131059 en
dc.description Published by and copyright of Routledge (Taylor & Francis) en
dc.description.abstract The authors report on the results of a reflective inquiry project implemented during the first five weeks of a 15-week course on content literacy methods for secondary pre-service teachers. The goal of the project was to disrupt taken for granted and commonplace assumptions about literacy processes, particularly in relationship to professional and ethical responsibilities to educate all students. A description and analysis of Literacy History Project (LHP) components provides the basis for addressing the resistance teacher candidates often express with respect to the relevancy of the content literacy methods course for their own practice as future middle and high school teachers. Through a reflective examination of their prior experiences and present day practices, the authors found that pre-service teachers participating in the LHP gained insights into their own literate identities, made connections between their literate practices and the those of adolescent literacy learners, and demonstrated more complex understandings of the content literacy methods course content as it relates to the literacy development of their future students. en
dc.language.iso en_US en
dc.publisher Reflective Practice en
dc.relation.uri 10.1080/14623943.2011.601096 en
dc.subject content area literacy en
dc.subject secondary teacher education en
dc.subject critical reflection en
dc.subject literate identities en
dc.title Reflective Inquiry and Pre-service Teachers’ Conceptions of Content Area Literacies en
dc.type Article en
dc.relation.journal Reflective Practice en


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