Preservice Science and Mathematics Teachers and Discursive Metaknowledge of Text

被引：12

作者：

Olson, Mark R. ^{[1
]}

Truxaw, Mary P. ^{[2
]}

机构：

[1] Oakland Univ, Rochester, MI 48063 USA

[2] Univ Connecticut, Storrs, CT USA

来源：

JOURNAL OF ADOLESCENT & ADULT LITERACY | 2009年 / 52卷 / 05期

关键词：

DISCIPLINARY LITERACY; SECONDARY-SCHOOL; SUBJECT-MATTER; EVERY TEACHER; SENSE; ADOLESCENTS; INSTRUCTION; KNOWLEDGE; IDENTITY; BELIEFS;

D O I：

10.1598/JAAL.52.5.6

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Through the juxtaposition of traditional and new literacy tasks and through explicit attention to problematic texts and literacy practices, these preservice teachers developed discursive metaknowledge of the centrality of literacy to learning content.

引用

页码：422 / 431

页数：10

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