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Online Submission, US-China Education Review v8 n3 p288-301 Mar 2011

Many secondary teacher preparation programs require that undergraduate candidates complete a literacy course, usually taught within a college of education, where 30 or more teacher candidates from various majors are enrolled in the same course. University instructors teaching literacy courses may have difficulty in developing course content and assignments which are relevant to all teacher education fields. This paper explains how one university implemented a literacy course for PETE (physical education teacher education) majors only, in order to focus on how literacy can be incorporated into high school physical education courses. Nineteen teacher candidates were invited to register for a section of literacy in the content area for PETE majors. Multiple means of data collection were employed to engage participants (pre- and post-surveys, electronic discussion board and interviews). The purpose of the study is to find out if it is beneficial for teacher candidates to participate in a segregated content literacy methods classes compared to traditional (mixed majors) content literacy methods, and the impact of a non-traditional teacher education literacy class for PETE candidates. Recommendations for future research in regards to working with content literacy across various content areas are made. Three appendixes present: (1) Secondary and K-12 Programs Offered at the Research Site/University; (2) Likert/Open-Ended Survey; and (3) Interview Protocol.

Descriptors: Preservice Teacher Education, Physical Education Teachers, Secondary Education, Education Courses, Course Content, Relevance (Education), Intellectual Disciplines, Physical Education, Majors (Students), Student Attitudes, Integrated Curriculum, Educational Strategies





Autor: Garrahy, Deborah A.; Meyer, Barbara B.

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1506&id=ED519564







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