Abstract
This article explores how two teacher educators cultivated dialogic partnerships in an English teaching methods course and during student teaching. The goal was to foster reflection and professional identity development among preservice teachers. We share our approaches to integrating dialogic journals into coursework and student teaching praxis and offer initial observations about ways we see dialogic reflection as a practice that can support and sustain preservice teachers through early teaching transitions and into their careers.
Recommended Citation
Alford, Katie and Jensen, Amber
(2021)
"Cultivating Dialogic Reflection to Foster and Sustain Preservice Teachers’ Professional Identities,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 10:
Iss.
1, Article 8.
Available at:
https://scholarworks.wmich.edu/wte/vol10/iss1/8
Included in
Higher Education and Teaching Commons, Other Teacher Education and Professional Development Commons, Secondary Education and Teaching Commons