PT  - JOURNAL ARTICLE
AU  - DRAPER, RONI JO
TI  - Redefining Content-Area Literacy Teacher Education: Finding My Voice through Collaboration
AID  - 10.17763/haer.78.1.k104608143l205r2
DP  - 2008 Apr 01
TA  - Harvard Educational Review
PG  - 60--83
VI  - 78
IP  - 1
4099  - http://harvardeducationalreview.org/content/78/1/60.short
4100  - http://harvardeducationalreview.org/content/78/1/60.full
SO  - herp2008 Apr 01; 78
AB  - 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.