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The extensive literature on preservice teachers and content area literacy offers a compelling account for preservice teachers’ resistance to literacy approaches that weaves together at least three major strands. One strand argues that the structures of traditional content instruction resist content area literacy approaches (Alger Womens Dwayne Haskins Jersey , 2007; Moje, 2006; O’Brien et al., 1995). For instance, many content area literacy approaches aim to disperse instructional authority across students and teachers, while traditional content instruction centers authority on the teacher and textbooks (Draper Womens Da'Ron Payne Jersey , 2002).


A second strand suggests that teachers’ pedagogical goals resist content area literacy approaches. The problems with texts that many preservice teachers see as pressing are simply not addressed by literacy strategies (Donahue, 2000; Fisher & Ivey, 2005). Many teachers (and their students) view reading science and mathematics texts as boring and reading strategies generally fail to make Rolex Watches boring texts more interesting. Instead, preservice teachers want strategies to make the subject matter instruction more experiential and applicable to the real world and less text based. Compounding this perceived misalignment of goals is the fact that content teachers may feel poorly qualified to teach using content area literacy approaches (Hall, 2005; Lesley Womens Landon Collins Jersey , Watson, & Elliot, 2007), further reducing the likelihood of their use.


A third strand in the literature considers preservice teachers’ beliefs about teaching and how such beliefs framd ultimately reir content area literacy experiences in teacher education programs. Holt-Reynolds (1992) showed how beliefs filter experiences and dramatically shape what is learned in teacher education courses. For example, based on their own experiences Womens Alex Smith Jersey , preservice teachers may believe listening to lectures is active engagement in learning and simply dismiss teacher educators’ arguments that such learning is passive (Holt-Reynolds, 1992). Across these accounts, we find compelling reasons for -why content area literacy approaches are not visible in preservice teachers’ emerging practices. But -we also notice an important feature common to each strand: Content area literacy is largely positioned as a set of strategies external to science or mathematics content. Content area literacy is seen by preservice teachers as a literacy approach that is secondary, rather than central, to teaching and learning in the content areas.