Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller
Connecting Our Pedagogical Questions And Goals: An Exercise For Writing Teacher Development, Jessica Rivera-Mueller
Teaching/Writing: The Journal of Writing Teacher Education
In this article, the author argues writing teachers can more fully inquire into their questions about teaching writing by paying closer attention to the ways their goals for teacher development shape their engagement in pedagogical inquiry. To explain these connections and illustrate these possibilities, the author shares findings from a narrative-inquiry study that examined the development of pedagogical inquiry in the lives of four teachers of writing. Using the participating teachers’ shared goals for teacher development, the author demonstrates how writing teachers can reflect upon the development of pedagogical inquiry, stretch themselves to practice other aspects of pedagogical inquiry, and …
Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen
Preservice English Teachers’ Evolving Conceptions Of 21st-Century Writing, Amber Jensen
Teaching/Writing: The Journal of Writing Teacher Education
This study used stimulated-recall interviews throughout four secondary English preservice teachers’ (PSTs) semester-long student teaching internships to examine how critical teaching moments shaped their evolving conceptions of 21st-century writing. The article first describes the participants’ collective definitions of features and experiences of 21st-century writing in the ELA classroom, focusing specifically on how they understood digital and multimodal composition. It then examines two case studies that demonstrate how PSTs’ teaching experiences destabilized, challenged, and contradicted their emerging definitions. Findings suggest that English educators may engage PSTs in conceptualizing nuanced and flexible 21st-century writing pedagogies as they construct field experiences as reflective …
New Possibilities For Field Experiences: Learning In Practice In A University Writing Center, Michelle Fowler-Amato
New Possibilities For Field Experiences: Learning In Practice In A University Writing Center, Michelle Fowler-Amato
Teaching/Writing: The Journal of Writing Teacher Education
In this article, I discuss an initiative to support preservice and practicing English language arts teachers in their growth as teachers of writers through a field experience in a university writing center. In addition, I highlight how I modified these plans when our campus transitioned to online teaching and learning in response to the COVID-19 Pandemic. Demonstrating how teachers grew, despite the challenges we faced, I argue the importance of teacher educators considering new possibilities for field-based teaching learning, particularly during a time in which preservice teachers may have limited access to learning in practice in K-12 schools.