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EJ969766 - (Re)imagining Literacy and Teacher Preparation through Collaboration

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ERIC #:	EJ969766
Title:	(Re)imagining Literacy and Teacher Preparation through Collaboration
Authors:	Draper, Roni Jo; Broomhead, Paul; Jensen, Amy Petersen; Nokes, Jeffery D.
Descriptors:	Teacher Educators; Action Research; Participatory Research; Preservice Teachers; Secondary Education; Adolescents; Preservice Teacher Education; Teacher Attitudes; Theory Practice Relationship; Literacy; Development; Fused Curriculum; Course Content; Interdisciplinary Approach; Learning Activities; Reflective Teaching; Teacher Collaboration; Nonprint Media; Curriculum Development; Methods Courses; Perspective Taking
Source:	Reading Psychology, v33 n4 p367-398 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	32
Pub Types:	Journal Articles; Reports - Research
Abstract:	This article reports the outcomes of the first 3 years of an ongoing participatory action research (PAR) project that brought together literacy and content-area teacher educators. The purpose of our collaboration was two-fold: (a) to develop shared understandings or theories related to literacy and the place of literacy instruction in content-area classrooms, and (b) to make changes to our work with preservice teachers in order to prepare them to support adolescents' content learning and discipline-specific literacy development. The findings reveal that the collaborative activities allowed participants to embrace broad notions of "text" and "literacy" that are useful in making sense of disciplinary aims and pedagogy. Furthermore, as teacher educators came to shift their thinking about literacy and disciplinary learning and teaching, their work with preservice teachers changed. Implications for future collaborative activities to promote content-area literacy are discussed. (Contains 1 figure.)
Abstractor:	As Provided
Reference Count:	33

Note:	N/A
Identifiers:	Utah
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-0270-2711
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Secondary Education
Direct Link:	http://dx.doi.org/10.1080/02702711.2010.515858

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