Abstract
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 key navigations that they make as they navigate their teaching terrains. Discussion highlights the engagement of expansive personal pedagogies built through perpetual inquiry and transdisciplinary communities of practice as a key practice to reshape roles and networks of writing teacher education.
Recommended Citation
Sullivan, Vanessa C.
(2026)
""We Can't Shut the Classroom Door": Crossing Borderlands of Practice in the Writing Methods Course,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
1, Article 16.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss1/16
Included in
Educational Methods Commons, English Language and Literature Commons, Higher Education and Teaching Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons