Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 1 |
| Since 2006 (last 20 years) | 1 |
Descriptor
| Assignments | 1 |
| Audiovisual Aids | 1 |
| Beliefs | 1 |
| Case Studies | 1 |
| Comparative Analysis | 1 |
| Electronic Journals | 1 |
| Grounded Theory | 1 |
| History Instruction | 1 |
| Intellectual Disciplines | 1 |
| Literacy | 1 |
| Methods Courses | 1 |
| More ▼ | |
Source
| Action in Teacher Education | 1 |
Author
| Colwell, Jamie | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Research | 1 |
Education Level
| Higher Education | 1 |
| Junior High Schools | 1 |
| Middle Schools | 1 |
| Postsecondary Education | 1 |
| Secondary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Examining Preservice Teachers' Beliefs about Disciplinary Literacy in History through a Blog Project
Peer reviewed
Direct linkColwell, Jamie – Action in Teacher Education, 2016
This qualitative case study explored preservice teachers' (PSTs) beliefs about disciplinary literacy as they engaged in a blog project with middle-school students to discuss historical texts. Twenty-eight PSTs, enrolled in a semester-long social studies methods course and participating in the blog project as a course assignment, constituted the…
Descriptors: Preservice Teachers, Preservice Teacher Education, Student Teacher Attitudes, Beliefs
