A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue],
2026
Ball State University
A Pedagogical “Eras” Tour: Thirteen Years Of Evolving As A Writing Methods Instructor [Special Issue], Susanna Benko
Teaching/Writing: The Journal of Writing Teacher Education
ABSTRACT: This reflective essay uses Taylor Swift's Eras Tour as a conceptual framework for examining thirteen years of teaching a writing methods course for preservice teachers. Drawing on longitudinal reflection, I identify four distinct pedagogical eras in my practice, each representing shifts in how I conceptualize what preservice teachers need to learn about teaching writing and how clinical experiences shape that learning. Through this extended reflection, I argue that meaningful pedagogical change becomes visible only across time, not semester-to-semester. Key insights include the sustained centrality of writing practice in methods courses and the influence of institutional changes on course design. …
"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course,
2026
Arizona State University
"We Can't Shut The Classroom Door": Crossing Borderlands Of Practice In The Writing Methods Course, Vanessa C. Sullivan
Teaching/Writing: The Journal of Writing Teacher Education
This article shares the findings of a qualitative study that engaged ten writing teacher educators from across the United States in interviews, curriculum submission, and a mapping practice to explore the ways that they perceive and enact the teaching of the writing methods course within dynamic and complex settings. Using a conceptual framework of borderlands of practice to gain insight into the discourses and value systems that surround the course, findings revealed the overlapping domains that impact the preparation of teachers in the field of writing, the key values that guide the way that participants approach their teaching, and the …
Teaching (In) Community: Reflection And Relationship In The Writing Methods Course,
2026
Brigham Young University
Teaching (In) Community: Reflection And Relationship In The Writing Methods Course, Kristie Jolley, Emily Stephens Kasper, Meridith Reed
Teaching/Writing: The Journal of Writing Teacher Education
In this article, three writing teachers, one a writing teacher educator, reflect on how the writing methods course has shaped their work as teachers and helped them build community and identify resources to adapt to new teaching contexts and challenges.
Our Journeys As Teachers Of Writing: Learning From Our Mentor,
2026
University of Texas at Austin
Our Journeys As Teachers Of Writing: Learning From Our Mentor, Tracey T. Flores, Cecilia Espinosa
Teaching/Writing: The Journal of Writing Teacher Education
Written in two voices, we reflect on our journeys as teachers of writing and teacher educators shaped by transformative mentoring in literacy methods courses at Arizona State University and community embedded learning at William T. Machan School. Weaving together sociocultural and translanguaging theories, we explore how being invited to write from our lives reshaped our identities as writers and educators. In our work, we draw on strength-based approaches to teaching writers that centers voice, meaning making, multilingualism, and funds of knowledge. In the midst of an increase in the use of a scripted curriculum, we argue for reclaiming writing as …
Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects,
2026
University of Central Florida
Writing Workshop Methods Course As Catalysts For Long-Term Pedagogical Identity: A Co-Authored Narrative Of Resonance, Resilience, And Effects, Elsie L. Olan Dr., M.Priscilla Develder
Teaching/Writing: The Journal of Writing Teacher Education
Writing workshop methods courses introduce teachers to foundational practices for teaching writing, yet their long-term influence on teacher identity and instructional decision-making often remains underexamined. This co-authored narrative explores how experiences within a graduate-level writing workshop shaped the pedagogical development of two educators: a professor who designed and facilitated the course and a former graduate student who went on to teach English Language Arts (ELA) in both elementary and higher education settings. Drawing on a 60-hour shadowing experience, the narrative analyzes classroom observations, reflective writing, and dialogic exchanges to illuminate three central themes: resonance, resilience, and effects that demonstrate how …
Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue],
2026
Argo Community High School
Strengthening Our Pedagogy Together: A Methods Instructor And Her Former Student Partner To Promote Agency In The Secondary Writing Classroom [Special Issue], Michael Rojas, Kate Sjostrom
Teaching/Writing: The Journal of Writing Teacher Education
In many English classrooms today, writing instruction is reduced to templates and formulas, robbing students of agency, voice, and transferable skills. This article describes a collaboration between a writing methods course instructor and one of her former students bent on proving that what they believe makes for solid writing instruction—a sometimes messy process involving choice and authentic purpose and audience—works. Documenting development of a new secondary writing course and a project to introduce the course’s methods to pre-service teachers, the authors recount barriers they encountered, strategies they developed for overcoming them, and issues they are still grappling with. In the …
“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course,
2026
Arizona State University at the Tempe Campus
“Ummm I Don’T Know If I Took A Writing Methods Course”: Learning From In-Service Teachers Revisiting The Methods Course, Christina Saidy, Isabelle Alize Meza, Talia Baca
Teaching/Writing: The Journal of Writing Teacher Education
In this article two teachers and their writing methods professor explore the challenges of the traditional methods course. In sharing the teachers’ experiences of retaking the methods course, they argue for the need to consider ways that practicing teachers can revisit the methods course to develop sustainable practices for the teaching of writing in secondary schools.
The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue],
2026
University of Southern Mississippi
The Good Ghosts Of Process And Models: What Endures From The Composition Methods Course [Special Issue], Rebecca Powell, Jonathan Rivera, Heather Serpas
Teaching/Writing: The Journal of Writing Teacher Education
This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.
What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing,
2026
Western Illinois University
What Are You Writing? The Hopes And Hurdles Of Transitioning From Writing Methods To Teaching Writing, Rebekah Buchanan, Darrin G. Ross
Teaching/Writing: The Journal of Writing Teacher Education
This co-authored piece examines how the writing methods course impacts teaching and thinking about writing through the lenses of a writing methods professor and a former student/current teacher. In writing and thinking together we found that a mutual grounding in liberatory education, using writing as a tool for social action and critical thinking, and teaching writing as a political act we see how the writing methods course and the relationships built through writing create a basis for future decision making and inspiration in the high school classroom.
Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms,
2026
Boise State University
Everyone Is A Writer: Building Writer Identities And Writing Communities In Preservice And English Language Arts Classrooms, Amber Warrington, Hanna Burns, Allie Zimmerly
Teaching/Writing: The Journal of Writing Teacher Education
In this article, a teacher educator and two early-career teachers reflect on a Teaching Writers methods course the teachers took as part of their teacher education program. In the course, the two teachers developed their own writer identities and took part in a writing community. The teachers discuss ways they have brought those experiences into their classrooms and adapted the experiences for their students and contexts.
“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue],
2026
The University of Texas at El Paso
“I Want To Teach That Way”: What We Learn In A Writing Methods Class [Special Issue], Brad Jacobson, Ana S. Muñoz, Paola Vianney Trevizo
Teaching/Writing: The Journal of Writing Teacher Education
In this dialogic essay, a teacher educator and two early career teachers discuss the influence of a writing methods course on their pedagogy in practice. The conversation focuses on a digital testimonio task that instilled values the early career teachers continue to bring to their teaching, including an expanded conception of what counts as writing and a critical, humanizing approach to literacy education. Moreover, the challenges they experienced as preservice teachers when composing a digital text helped them to see the value of a scaffolded writing process, demonstrating the value of experiential learning. While the digital testimonio project itself was …
Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue],
2026
Utah State University
Expertise, Ideals, And The Ecology Of Learning To Teach: A Conversation About The Transition From The Writing Methods Course To Student Teaching [Special Issue], Jessica Rivera-Mueller, Josie Clark
Teaching/Writing: The Journal of Writing Teacher Education
Writing pedagogy educators need approaches for designing the writing methods course in ways that will make a positive impact on practicing teachers’ decision-making. In this article, the co-authors—a writing pedagogy educator and a former student—address this need by providing a reflective conversation about the former student’s transition from the writing methods course to the student teaching experience. Together, the co-authors explore the extent to which a hands-on learning experience built into the writing methods course (designing and hosting an online writing competition for middle and high school students) impacted the former student’s experience of teaching writing as a student teacher. …
Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing,
2026
University of Oklahoma Norman Campus
Writing From Our Lives: From Reading Like Writers To Personal Narrative Writing, Julianna Kershen, Sarah Relja, David Mackowski, Grace Rhodes
Teaching/Writing: The Journal of Writing Teacher Education
This article describes the design and use of writing opportunities for preservice teacher candidates enrolled in English Language Arts education coursework. Based in the practice-based teacher education principle that preparatory coursework include implementation activities, we describe how preservice candidates engaged in the study of writer’s craft through immersion in mentor texts through close reading, annotation, and free response writing. This article highlights the benefits of such opportunities for preservice teacher-writers, as they (re)see themselves as active writers and reflect on their personal writing histories. Three preservice candidates share their writing as a means of celebrating their own beliefs and experiences …
From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet,
2026
Brigham Young University
From Prompts To Invitations: Rethinking The Genre Of The Writing Assignment Sheet, Amber Jensen, Annika Peacock
Teaching/Writing: The Journal of Writing Teacher Education
In this article, a university-based teacher educator and a first-year middle school ELA teacher examine how their experiences in the writing methods course (as teacher and student) unsettled and expanded their thinking about assignment sheets and about themselves as teacher-writers. The course prompted questions about how ELA teachers might craft assignments that modeled rhetorically-relevant writing while also eliciting rhetorically-relevant writing from student-writers. The authors describe the genre inquiry they conducted that led to developing a heuristic for writing prompts as invitations that they have used to guide their own assignment sheet creation. Finally, they reflect briefly on how reframing this …
From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback,
2026
University of Central Missouri
From Corrector To Reader: Pre-Service Teachers’ Writing Values And Feedback, Amanda Brewer
Teaching/Writing: The Journal of Writing Teacher Education
This study investigates the written feedback practices of secondary English Pre-Service Teachers (PSTs) to understand how their values regarding "good" writing influence their comments on student work. Through analysis of feedback on 10th-grade writing samples and value-sorting surveys, the study examines their feedback tendencies and the links with their values. Findings indicate a significant shift over the semester from a directive, deficit-based "corrector" stance to a facilitative, asset-based "reader" stance. The data suggests that when PSTs lack specific metalinguistic language, they default to generic advice or mechanical correction. However, when instructed to align their feedback with their core writing values, …
Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue,
2026
University of Mississippi
Building A Foundation: Preservice Teachers' Exploration Of Writing Studies - Special Issue, Ellen Shelton
Teaching/Writing: The Journal of Writing Teacher Education
This article examines the Concept Exploration Essay assignment in a writing studies course that encourages PSTs to explore and question writing theories as they connect to their own experiences and understandings. The focus of the course is to develop an understanding of the self as a writer and as a future writing teacher through practical application of composition theory. Students are invited into the Burkean Parlor and enter the conversation as scholars. The students explore, question, and trouble complex writing theories in a dialogic classroom. PSTs leave the course empowered with the knowledge they can allow their future students the …
Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course,
2026
Columbus State University
Introduction: Echoes, Effects, And Resonance: Examining The Writing Methods Course, Elizabeth Thackeray Nelson, Erinn Bentley, Jonathan E. Bush
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
Feasibility Of An Onboarding Program To Facilitate The Transition From Practitioner To Educator,
2026
Misericordia University
Feasibility Of An Onboarding Program To Facilitate The Transition From Practitioner To Educator, Jennifer R. Washko, Nancy E. Krusen
Innovations in Health Sciences Education Journal
The study examined the feasibility of a faculty onboarding program to support the transition from practitioner to educator. Researchers applied Orsmond’s feasibility objectives (2015). We applied the theoretical model of Occupational Adaptation to analyze program data using Relative Mastery Scale (RMS) scores and satisfaction surveys (n=11). Evaluation suggested program processes were feasible, with outcomes indicating statistically significant change (p < .05) in participants’ perceived effectiveness, efficiency, and satisfaction. Evaluating feasibility supports the implementation of onboarding programs. We recommend additional study to consider the usefulness of onboarding for health or social service professionals transitioning to faculty roles.
Pengembangan Media Pembelajaran Mystery Box Berbantuan Papan Jam Materi Sudut Kelas V Sekolah Dasar,
2026
Universitas Bhinneka PGRI
Pengembangan Media Pembelajaran Mystery Box Berbantuan Papan Jam Materi Sudut Kelas V Sekolah Dasar, Amala Nurlika Putri, Rahmad Setyo Jadmiko, Nourma Oktaviarini
Journal of Innovation and Teacher Professionalism
This study aimed to develop a mystery box learning medium supported by a clock-face board for teaching angles to fifth-grade elementary school students. The study was motivated by the limited use of concrete learning media in mathematics instruction, particularly for angle concepts, which contributed to students’ difficulties in understanding the material and participating actively in classroom activities. This research employed the Research and Development method using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation. The developed product was a mystery box learning medium equipped with a clock-face board and an integrated protractor. The product was validated …
Perancangan Media Pembelajaran Papercraft Minecraft Pada Materi Kemasan Dari Kertas Untuk Seni Budaya Smp,
2026
Universitas Negeri Malang
Perancangan Media Pembelajaran Papercraft Minecraft Pada Materi Kemasan Dari Kertas Untuk Seni Budaya Smp, Ruqunia Rahmatuti, Iriaji Iriaji
Journal of Innovation and Teacher Professionalism
Learning Cultural Arts, particularly the topic of paper packaging, requires concrete learning experiences to help students understand the relationship between object shape, dimensions, net structure, and packaging function. However, observations conducted during the teaching assistance program revealed that classroom instruction was still dominated by conventional learning media, causing some students to experience boredom and difficulties during practical activities. This study aims to describe the design process of a Minecraft Papercraft learning medium for teaching paper packaging in junior high school Cultural Arts using the Design Thinking approach. The study employed a qualitative descriptive approach involving 64 seventh-grade students from classes …
