Minding the Gap: Mentor and Pre-service Teachers’ Ability Perceptions of Content Area Literacy Instruction

Abstract

This mixed method study compared how student teachers rated their ability in implementing components of content area literacy compared to their clinical educators’ perceptions of the student teachers’ actual performance. The researchers collaborated with K-12 clinical educators to develop a scaled survey to rate level of skill in four components of content literacy instruction. 112 clinical educators (CEs) and 183 student teachers (STs) representing five teacher licensure programs completed the survey. A two-way multivariate analysis of variance measured the effect of Role (CE and ST) and Teacher Licensure Program on ability perception. Results indicated that Role and Program each significantly affected ratings of the four content literacy component skills measured, but the effect of Role did not significantly differ based on Program. Participants’ written explanations of their ability ratings revealed how their mental models of content literacy accounted for differences in ability perception by Role. Implications are provided for enhancing pre-service teachers’ perceptual and qualitative awareness of the practices that underlie highly effective content-area literacy instruction.

“Literacy to me is about power”: reading book-length fiction and non-fiction texts in a disciplinary literacy teacher education course

“…Increasing the frequency of reading workshops has helped PSTs incorporate literacy into disciplinary approaches while also encouraging them to feel more open to teaching content from a literacy perspective (Bogard et al , 2017). Marlatt and Dallacqua (2019) have used graphic novels to help PSTs challenge the status quo of academic benchmarks.…”

Hybrid Spaces: Adolescent Literacy and Learning in a Museum

“…Narrow definitions of literacy, such as ones primarily focused on explicit reading instruction, often persist among preservice teachers (PSTs) taking content area literacy courses (Lesley, 2011), as well as those engaged in fieldwork (Bogard, Sableski, Arnold, & Bowman, 2017). Given this challenge and our experiences as secondary English teachers who are now teacher educators, we have started exploring how to connect hybrid spaces with novice teachers’ learning to further advance adolescents’ literacy and learning.…”