In this essay, Roni Jo Draper reflects upon her professional journey as a content-area literacy teacher educator, describing how she first became a literacy teacher educator and how she later came to collaborate with a group of teacher educators who specialize in disciplines such as music, theater, and mathematics. Drawing upon ethnographic data from the group's participatory action research project, she explains how their collaboration shaped her understanding of her own professional role and expanded her definitions of texts, content-area literacy, and literacy itself. Informed by insights she gained through the project, Draper argues that content-area literacy instruction should promote mastery of the intellectual discourse within a particular discipline. She also suggests ways to increase collaboration between literacy and content-area specialists working in the field of teacher education.
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Research Article| September 09 2008
Redefining Content-Area Literacy Teacher Education: Finding My Voice through Collaboration
Harvard Educational Review (2008) 78 (1): 60–83.
RONI JO DRAPER; Redefining Content-Area Literacy Teacher Education: Finding My Voice through Collaboration. Harvard Educational Review 1 April 2008; 78 (1): 60–83. doi: https://doi.org/10.17763/haer.78.1.k104608143l205r2
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