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Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes

Bottomley, Amy
http://orcid.org/0000-0003-0255-0869
http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

Abstract Details

2016, EdD, University of Cincinnati, Education, Criminal Justice, and Human Services: Curriculum and Instruction.
The field of education has recognized the importance of disciplinary literacy in middle and high school classroom instruction. In order to prepare teacher candidates to teach discipline specific literacy skills, teacher preparation programs must address their preconceived beliefs and attitudes regarding literacy instruction. This multiple case study examined changes in four teacher candidates’ understandings, beliefs, and attitudes about teaching social studies through a disciplinary literacy approach over the course of their three semester secondary social studies cohort experience. Findings show that for teacher preparation programs to change teacher candidate’s beliefs and attitudes, the following must be considered: (a) prior knowledge; (b) modeled historical thinking activities; (c) explicit disciplinary literacy instruction; (d) practice in the field; and (e) student-teacher relationships. These findings could have implications for teacher preparation programs, or professional development for middle or high school teachers, with the intent to improve teachers’ understandings, beliefs, and attitudes regarding disciplinary literacy. Further research is needed to study the lasting impacts of such teacher preparation programs on graduates’ classroom instruction.
Holly Johnson, Ph.D. (Committee Chair)
Emilie M. Camp, Ph.D. (Committee Member)
Susan Watts Taffe, Ph.D. (Committee Member)
233 p.
Teacher Education
disciplinary literacy; teacher preparation; social studies education; teacher education

Recommended Citations

Citations

  • Bottomley, A. (2016). Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

    APA Style (7th edition)

  • Bottomley, Amy. Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes. 2016. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622.

    MLA Style (8th edition)

  • Bottomley, Amy. "Disciplinary Literacy in Social Studies: Changes in Teacher Candidates' Beliefs and Attitudes." Doctoral dissertation, University of Cincinnati, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1479809593295622

    Chicago Manual of Style (17th edition)

ucin1479809593295622
359
© 2016, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.