We acknowledge the truth of this criticism. As teacher educators we are well aware that how we teach is not always compatible with what we teach. While this reality is often a concern to us in our work with preservice teachers, it struck us as especially important because we had been asked to teach an off-campus, whole language inservice course. Teaching whole language demanded that our methodology complement the course content. Because of this, we organized the class in concert with characteristics of a whole language environment: time, ownership, process, conferences, and resources (Butler and Turbill, 1984). Implementing these elements provided many challenges both for the students in the course and for us. The story that follows is our view of how these characteristics affected our students' experiences and our own.
Prenn, M. C., & Scanlan, P. A. (1991). Teaching As We Are Taught: A Model for Whole Language Inservice. Reading Horizons: A Journal of Literacy and Language Arts, 31 (3). Retrieved from https://scholarworks.wmich.edu/reading_horizons/vol31/iss3/2