Secondary Teacher Candidates' Perceptions of Content Literacy Course
Explore how secondary teacher candidates at the University of Louisiana at Lafayette perceive a Content Literacy course that focuses on teaching reading and writing strategies. The course aims to equip candidates with skills to effectively approach their content classes with new instructional methods. Dr. Edye Mayers spearheads this initiative that engages candidates in various activities to enhance their literacy leadership skills.
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Secondary Teacher Candidates Perceptions of a Content Literacy Course University of Louisiana at Lafayette
Louisiana Education Research Association ANNUAL CONFERENCE LAFAYETTE, LA March 9, 2017 Dr. Edye Mayers Associate Professor, Curriculum & Instruction P.O. Box 43591 Lafayette, LA 70504 337-482-5781 emayers@louisiana.edu Dr. Edye Mayers, UL Lafayette
Abstract All secondary teacher candidates take a Content Literacy course to be Louisiana state certified to teach. Course is offered Fall, Spring, and Summer. The emphasis of this course is on teaching reading and writing strategies necessary to read, comprehend, and react to appropriate instructional materials in any content area. A 15-hour practicum is required for this course. Dr. Edye Mayers, UL Lafayette
This course in content literacy focuses on strategies that help middle and high school students learn from text. The word text in this course is used broadly to refer to any print a student might read including textbooks, articles, reading off the internet, and viewing and listening to television, videos, film, and the like. An important goal of this class is for teacher candidates to develop skills as a literacy leader and professional. This class is also focused on providing candidates with a skill set that will help them successfully approach their content classes with new instructional methods. Dr. Edye Mayers, UL Lafayette
Course activities engages the candidates on four levels: (1) discussion to play with ideas surrounding teaching, students, classroom culture, school culture, and teaching techniques; (2) reflective writing to consider how readings and activities may apply to the classroom; (3) lesson planning in the candidates respective content area and teaching that lesson to peers who will provide feedback; (4) lesson planning and teaching in a middle or high school classroom. Dr. Edye Mayers, UL Lafayette
Methodology An index card is given to each teacher candidate as they enter class the first day. Students write their thoughts about having to take a course in Content Literacy. Cards are collected. 253 cards were analyzed from teacher candidates over the past 10 years. Syllabus and course requirements are reviewed after students write their thoughts. Dr. Edye Mayers, UL Lafayette
Major Themes I have no idea why I have to take a class in Reading. (73) I will learn how to teach students to improve their reading and writing. (45) I will learn better ways to teach. I will improve my abilities as a teacher. (37) I will learn strategies for teaching reading/writing/literacy/my content. (29) Dr. Edye Mayers, UL Lafayette
I will learn to incorporate reading and writing into my content area. (17) I will learn to teach students how to comprehend text. (15) I will learn to teach literature. (13) I absolutely see no need to take this course. (12) I will learn to teach students to enjoy reading. (8) Dr. Edye Mayers, UL Lafayette
I will learn to teach to different literacy levels. (5) I will learn to assess and evaluate students reading levels. (3) I will recognize illiteracy and learn effective ways to teach illiterates. (2) I will improve my own reading skills. (2) Dr. Edye Mayers, UL Lafayette
Comments on NO IDEA Have to take class for certification. It meets graduation requirements. I suspect it s an important class for certification. I m a slow reader and worried I may not be able to finish the work. I can t figure out how this class might work. Dr. Edye Mayers, UL Lafayette
No Idea (continued) I am apprehensive. I have no idea what the course is about, but I m only concerned with getting an A. I have no idea, but look forward to the adventure. I m worried because reading isn t my best subject. I can not understand how to teach. I ve heard it s a ton of work.
Comments on Do Not See the Need to Take This Course I m a H & PE major and I do not see reasoning for me to take this course. I can t see how this course will help high school students. Why do I need a class in reading as I am a math major? What books can relate to Algebra? Dr. Edye Mayers, UL Lafayette
I do not like to read! How does this class fit into social studies? I m a science major. Why would a math major need to take a course in reading? How could business majors use this course? Dr. Edye Mayers, UL Lafayette
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