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(Re)imagining Literacy and Teacher Preparation Through Collaboration

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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.
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Document Type: Research Article

Affiliations: 1: Department of Teacher Education,Brigham Young University, Provo,Utah, 2: School of Music,Brigham Young University, Provo,Utah, 3: Department of Theatre and Media Arts,Brigham Young University, Provo,Utah, 4: Department of History,Brigham Young University, Provo,Utah,

Publication date: July 1, 2012

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