Drawing on the literature, this article examines approaches for developing disciplinary literacy in teacher education. Findings from different researchers indicate that most university entrants are underprepared for the academic literacy required to thrive in this system. While the focus of such research is critical, the generic approach that most researchers have taken in this area is largely questioned. Building on this dissatisfaction, there is a growing number of studies that promote distinctive, epistemological and discursive practices of disciplinary literacy. However, limited studies have sought to understand the approaches used in disciplinary literacy instruction in teacher education. Thus, this study explored through a literature study the approaches used by initial teacher education to prepare pre-service student teachers as disciplinary literacy facilitators. Through this focus, this article contributes to this knowledge gap by accounting for the approaches used in teacher education to develop disciplinary literacy instruction. To achieve the purpose of the article, we framed our argument from a social constructivism perspective. Based on an analysis of literature, we motivate for the need for understanding disciplinary literacy as a phenomenon that is embedded in social practice, fluidity, human interaction, and institutional and historical artefacts, but that also requires regulation.

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在教师教育中什么算作学科素养教学方法？

本文利用文献资料，探讨了在教师教育中发展学科素养的方法。来自不同研究人员的发现表明，大多数大学入学者对于在该系统中蓬勃发展所需的学术素养都没有做好充分的准备。尽管此类研究的重点至关重要，但大多数研究人员在该领域采取的通用方法受到了很大质疑。基于这种不满，越来越多的研究促进了学科素养的独特，认识论和话语实践。然而，有限的研究试图了解在教师教育中进行学科素养教学的方法。从而，本研究通过文献研究探索了初始教师教育所使用的方法，以准备在职学生教师作为学科素养的促进者。通过这种关注，本文通过解释教师教育中发展学科素养教学的方法，来弥补这一知识差距。为了达到本文的目的，我们从社会建构主义的角度来阐述我们的观点。在对文献进行分析的基础上，我们激发了将学科素养理解为一种现象的必要性，这种现象已深植于社会实践，流动性，人类互动以及制度和历史文物中，但也需要加以规范。本文通过解释教师教育中发展学科素养教学的方法，来弥补这一知识差距。为了达到本文的目的，我们从社会建构主义的角度来阐述我们的观点。在对文献进行分析的基础上，我们激发了将学科素养理解为一种现象的必要性，这种现象已深植于社会实践，流动性，人类互动以及制度和历史文物中，但也需要加以规范。本文通过解释教师教育中发展学科素养教学的方法，来弥补这一知识差距。为了达到本文的目的，我们从社会建构主义的角度来阐述我们的观点。在对文献进行分析的基础上，我们激发了将学科素养理解为一种现象的必要性，这种现象已深植于社会实践，流动性，人类互动以及制度和历史文物中，但也需要加以规范。