The what, when, and how of preservice teachers and literacy across the disciplines: A systematic literature review of nearly 50 years of research. (July 2018)

• Record Type: Journal Article
• Authors: Scott, Chyllis E.; McTigue, Erin M.; Miller, Diane M.; Washburn, Erin K.
• Is Part Of: Teaching and teacher education. Volume 73(2018)
• Page Start: 1
• Page End: 13
• Publication Date: 2018-07
• Subjects: Content-area literacy -- Disciplinary literacy -- Preservice teachers -- Reading and writing across the curriculum -- Systematic literature review; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2018.03.010
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: To organize nearly five decades of research regarding teacher preparation in literacy across the disciplines, this study systematically examined and qualitatively synthesized the what, when, and how of the research, resulting in three overarching categories: (a) perceptions, (b) resistance, and (c) experience. Key findings include that when preservice teachers receive instruction through coursework and practicums, their perceptions toward providing literacy instruction in future teaching contexts became more positive. However, researchers often measured such instruction's effect upon content-area literacy courses in the short term, rarely exploring future classroom implementation. Additionally, recommendations for practice and implications for future research are given. Highlights: Synthesized research encompassed three categories: perceptions, resistance, and experience. Preservice teachers' beliefs are strongly impacted by instructional context. Preservice teachers' perceptions of literacy use within content area disciplines increased. Positive gains in knowledge of literacy practices across the disciplines were demonstrated.