Journal of Educational Research and Practice




This article discusses the pedagogical knowledge required to develop students' communication proficiencies as part of their academic experience, proposes a method of doing so, and illustrates that method using a recent example. Using the case-study approach, first, the challenge is presented while its complexity in the context of academic studies is analyzed. Then, with implementation of the conceptual framework of “disciplinary literacy,” an original solution is offered in the form of a rolling multistage task in a seminar course that was a part of the master’s in teaching program. The rolling multistage task revolves around the development of the pedagogical content knowledge necessary to teach argumentation, and it includes building up useful practices and explicitly defined strategies for integrating writing education in a range of courses in a teacher education framework. Each instructional stage of the assignment and its rationale are presented in detail, aiming to enable the readers to implicate it to their settings. The rolling multistage task was developed specifically to the context of a seminar course for the graduate program in teacher education. Concluding remarks explain how the chosen writing skills match the course’s aims and contents, as well as the students’ background. Additionally, they deal with the importance of personal epistemology and of metacognitive knowledge in shaping meaningful and applicative experiences in schooling.