This study describes two different approaches of teaching a content area literacy methods course: one from a critical literacy/critical stance approach and one from a balanced/cognitive strategy approach that included explicit instruction of strategies. This study examines the impact of the two approaches on preservice teachers’ perceptions of efficacy, metacognitive awareness, and learner-centered beliefs. Preservice teacher beliefs about literacy and learning in each course changed in the direction of the focus of the course. Preservice teachers’ sense of teaching efficacy increased overall, but efficacy in the ability to integrate cognitive strategies into the content area classroom was greater for social studies preservice teachers who received explicit instruction in strategy use (the balanced/cognitive strategy approach). Social studies preservice teachers taught using this approach used a greater variety of strategies to support the learning needs of learners and were able to articulate their reasons for selecting the strategies they chose. At the end of the semester, preservice teachers in both instructional approaches approached content teaching from a learner-centered stance.
Key words: teacher education, efficacy, literacy, cognitive strategy, learning strategy
|Advisor:||Mikulecky, Larry J.|
|Commitee:||Brantlinger, Ellen A., Campano, H. Gerald, Pugh, Sharon L.|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 70/06, Dissertation Abstracts International|
|Subjects:||Teacher education, Secondary education, Literacy, Reading instruction, Curriculum development|
|Keywords:||Content area literacy, Learner-centeredness, Metacognition, Preservice teachers|
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