Facilitating Middle Level Pre-Service Teachers’ Literacy Integration in Early Field Experiences

This study explored how pre-service teachers integrated literacy in middle level social studies. This study was conducted in the context of the Common Core State Standards (CCSS) and their focus on disciplinary literacy, the Council for the Accreditation of Educator Preparation (CAEP) Standards and their focus on rich clinical experiences, and concepts of interdisciplinary and integrated curriculum central to middle level philosophy (NMSA, 2010). Three pre-service teachers in their first extended field practicum took part in this collective case study (Yin, 2009). We identified two key findings. First, these pre-service teachers primarily integrated literacy in ways that were brief, teacher-directed, and sometimes optional for students. Second, and more promising, the pre-service teachers integrated more complex disciplinary literacy tasks when they made connections among literacy strategies, the content, and their students’ needs. These more complex literacy tasks often were developed through collaborative, structured conversations between each pre-service teacher and the university supervisor.