Abstract
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 as writers. This multi-authored article is demonstrative of the ways preservice teachers can use personal narrative writing to reflect on and begin to articulate their becoming future selves as classroom teachers.
Recommended Citation
Kershen, Julianna; Relja, Sarah; Mackowski, David; and Rhodes, Grace
(2026)
"Writing from our Lives: From Reading like Writers to Personal Narrative Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
1, Article 5.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss1/5
Included in
English Language and Literature Commons, Language and Literacy Education Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons