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In the absence of widespread Writing Across the Curriculum programming in secondary schools, the near-nationwide adoption of the Common Core State Standards—with their focus on disciplinary literacy—features a watershed moment for disciplinary writing instruction in teacher certification programs. Through required disciplinary literacy courses, pre-service teachers (PSTs) are initiated into the WAC/ WID community. This chapter examines the context and development of a second disciplinary literacy course at one teacher certification institution, reviews the debate on the place of theory and practice in teacher education, and traces the ways PSTs’ identity development occurs alongside their course learning. This chapter concludes by suggesting how discussions about reading can help to expand notions of disciplinary writing. Furthermore, the findings suggest that the PSTs’ conversations around theory deepened their understanding of disciplinary writing characteristics and refined their identities as teachers of writing, leading to more skillful incorporation of writing strategies in their teaching.

Chapter 5. Making Connections Between Theory and Practice: Pre-Service Educator Disciplinary Literacy Courses as Secondary WAC Initiation