Learning disciplinary literacy teaching: An examination of preservice teachers’ literacy teaching in secondary subject area classrooms

In this study, we sought to articulate observable features of literacy teaching in subject area classrooms and to explore possibilities for teacher education design focused on disciplinary literacy teaching. We analyzed video records of practice of two cohorts of secondary undergraduate teaching interns (N = 60) who were enrolled in their first semester of a three-semester university-based program. To conduct our analysis, we developed a coding scheme that reflected sociocultural theories framing inquiry and literacy as social practice. We found that interns, with support, attempted important moves related to disciplinary literacy teaching. •We describe early attempts of preservice teachers’ disciplinary literacy teaching.•All novices employed literacy teaching moves in their first teaching attempts.•Some novices aligned disciplinary inquiry with literacy support.•We offer implications for the study and design of teacher education.