How pre-service teachers construct Quad Text Sets for use in secondary classrooms. (November 2020)

• Record Type: Journal Article
• Authors: Salerno, April S.; Brown, Alicen; Rutt, Alexis; Heny, Natasha A.
• Is Part Of: Teaching and teacher education. Volume 96(2020)
• Publication Date: 2020-11
• Subjects: Literacy -- Secondary -- Content areas -- Text sets -- Teacher education; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2020.103147
• Languages: English
• ISSNs: 0742-051X

Abstract

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. Highlights: Quad Text Sets (QTS) offer pre-service teachers (PSTs) a clear text set structure. PSTs might need instruction in diversifying genres used in QTS. PSTs need examples of content-specific QTS addressing content and general literacy. Some PSTs still resisted QTS and literacy instruction as not part of their jobs.