ABSTRACT

This study aims to augment the current understanding of how practicing teachers perceive and implement disciplinary literacy and in what ways they collaborate with researchers in a disciplinary literacy project. To do this, we collected and analyzed transcripts of the meetings from a disciplinary literacy project that was a university-school partnership between history teachers, literacy education researchers, and social studies education researchers. To analyze our data, we applied a constant comparative method and identified three salient themes: collaboration, text use, and instructional practice. Specifically, the teachers cited that the triangular structure of the collaborative expertise of teachers, literacy, and social studies education researchers was useful in constructing professional and instructional knowledge. In terms of text use, teachers expressed that the intentional selection and teaching of multiple and multimodal texts provided diverse perspectives and supported the various ways in which students read and learn. Finally, concerning instructional practice, the teachers revealed that disciplinary literacy and thinking skills should be intentionally taught and that methods for enhancing discipline-specific motivation should be considered. Based on these findings, key issues and implications are discussed.

摘要

本研究旨在增强当前对实践教师如何看待和实施学科素养以及他们在学科素养项目中与研究人员合作的方式的理解。为此，我们收集并分析了一个学科扫盲项目的会议记录，该项目是历史教师、扫盲教育研究人员和社会研究教育研究人员之间的大学-学校合作伙伴关系。为了分析我们的数据，我们采用了持续的比较方法并确定了三个突出的主题：协作、文本使用和教学实践。具体而言，教师们指出，教师、扫盲和社会研究教育研究人员的协作专业知识的三角结构有助于构建专业和教学知识。在文字使用方面，教师表示，有意识地选择和教授多种和多模态文本提供了不同的视角，并支持学生阅读和学习的各种方式。最后，在教学实践方面，教师们表示应有意识地教授学科素养和思维技能，并应考虑提高学科特定动机的方法。基于这些发现，讨论了关键问题和影响。教师透露，应有意识地教授学科素养和思维技能，并应考虑提高学科特定动机的方法。基于这些发现，讨论了关键问题和影响。教师透露，应有意识地教授学科素养和思维技能，并应考虑提高学科特定动机的方法。基于这些发现，讨论了关键问题和影响。