The What, When, and How of Preservice Teachers and Literacy Across the Disciplines: A Systematic Literature Review of Nearly 50 Years of Research

Authors

Chyllis E. Scott, University of Nevada, Las VegasFollow
Erin M. McTigue, University of StavangerFollow
Diane M. Miller, University of Houston-DowntownFollow
Erin Washburn, Binghamton UniversityFollow

Document Type

Article

Publication Date

3-22-2018

Publication Title

Teaching and Teacher Education

Volume

73

First page number:

1

Last page number:

13

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.

Keywords

Content-area literacy; Disciplinary literacy; Preservice teachers; Reading and writing across the curriculum; Systematic literature review

Disciplines

Education | Teacher Education and Professional Development

Language

english

Repository Citation

Scott, C. E., McTigue, E. M., Miller, D. M., Washburn, E. (2018). The What, When, and How of Preservice Teachers and Literacy Across the Disciplines: A Systematic Literature Review of Nearly 50 Years of Research. Teaching and Teacher Education, 73 1-13.
http://dx.doi.org/10.1016/j.tate.2018.03.010