Research Article

Pre-Service Teachers’ Beliefs about and Knowledge of Literacy across the Disciplines

Bong Gee Jang, Wiens, Peter, Meyer, Carla K., Park Sohee

Syracuse Univ.
University of Nevada
Duquesne University
Syracuse University

Published: January 2022 · Vol. 57, No. 5 · pp. 5-34

DOI: https://doi.org/10.20880/kler.2022.57.5.5

Abstract

This study examined whether elementary and secondary pre-service teachers’ previous enrollment in a literacy across the disciplines (LAD) course and program enrollment (elementary and secondary) influence their beliefs about, and pedagogical knowledge of, LAD. Data from 225 undergraduate students registered in a teaching education program were analyzed using both univariate and multivariate analytic methods. Results indicated that prospective teachers who are currently taking the LAD course or have taken it previously not only harbor more positive beliefs about LAD instruction but also are more knowledgeable in LAD than those who did not take the course. We suggest future inquiry investigating how to develop more effective and authentic formats of LAD courses in teacher education programs.

Keywords: Literacy across the disciplinesTeacher beliefsPedagogical content knowledgeContent literacyPreservice teacher education

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Published 2022-01-01

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