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Direct linkAccurso, Kathryn – AERA Online Paper Repository, 2017
Many K-12 teachers struggle to meet the needs of diverse learners as school reforms promote new disciplinary literacy requirements. In response, language education scholars have argued that teachers must develop "disciplinary linguistic knowledge" (DLK), or an understanding of language in their content area and an ability to design…
Descriptors: Linguistics, Knowledge Base for Teaching, Literacy, Intellectual Disciplines
Download full textFenwick, Lisl; Endicott, Michele; Quinn, Marie; Humphrey, Sally – Australian Journal of Teacher Education, 2014
Teacher education is effective when pre-service teachers are able to transfer knowledge from content areas to practice. This study investigates the extent to which curriculum and assessment designs, along with teaching practices, supported pre-service teachers to transfer knowledge gained about language from a first-year course into a second-year…
Descriptors: Teacher Education Programs, Teaching Methods, Curriculum Design, Student Evaluation
Power and Knowledge-Building in Teacher Inquiry: Negotiating Interpersonal and Ideational Difference
Spicer, David H. Eddy – Language and Education, 2011
Professional collaboration in schools features prominently in contemporary approaches to educational change. Advocates highlight the importance of situated knowledge to continuous teacher learning, sustained school reform and improved student learning. Critics portray collaboration as an invisible and coercive means of official control. The…
Descriptors: School Restructuring, Teacher Collaboration, Learning Processes, Semiotics
