Preservice Teachers' Selection and Use of Content Area Literacy Strategies

Abstract

ABSTRACT Preservice teachers' selection and use of specific vocabulary and comprehension teaching strategies for a microteaching session in a field-based practicum attached to a required content area literacy course are described. Also, the degree to which these preservice teachers used their microteaching strategies in practicum assignments and student teaching is charted. Twenty-seven preservice content area teachers participated in the first phase of the study. They represented core content areas as well as art and music. The results revealed (a) substantial variability within and across disciplines in strategy selection, with 14 different strategies chosen for microteaching; (b) that 2 of 10 preservice teachers interviewed reported they continued to use the original strategy selected in subsequent practicum experiences; and (c) that 8 of 10 teachers interviewed reported using one of the content area literacy strategies from the course in subsequent practicums. Qualitative data from the interviews supported the conclusion that these preservice teachers had a clear sense of the sociocultural context of their practicum settings and the powerful influence of the cooperating teacher in selecting and using particular strategies.