Co-Editor: Jonathan Bush, Western Michigan University
Co-Editor: Erinn Bentley, Columbus State University
Co-Editor: Tammie Pierce, Harris County (GA) High School
We're back! We are proud to announce that Teaching/Writing: The Journal of Writing Teacher Education is now accepting submissions for our Winter/Spring 2019. This un-themed issue is open to all topics and issues within and beyond writing teacher education. Articles for consideration in Winter/Spring 2019 should be submitted by December 1, 2018. We encourage potential authors to contact any member of our editorial team for advice and guidance before or during the review process.

Teaching/Writing: The Journal of Writing Teacher Education is a peer reviewed journal focusing on issues of writing teacher education - the development, education, and mentoring of prospective, new, and experienced teachers of writing at all levels. The journal draws from composition studies - writing program administrators, writing across-the-curriculum specialists, and other teaching mentors; English education - including voices from secondary and elementary teacher educators at both the graduate and undergraduate levels; and from teacher educators from K-12 settings -- including leaders and mentors in the National Writing Project and those in high school, middle school, and elementary school English leadership positions.

Current Issue: Volume 5, Issue 1 (2016) 2016



Reimagining Instructional Practices: Exploring the Identity Work of Teachers of Writing
Melody Zoch, Joy Myers, Claire Lambert, Amy Vetter, and Colleen Fairbanks


Creating in a Participatory Culture: Perceptions of Digital Tools Among Teachers
Emily Howell, Rebecca Kaminski, and Sarah Hunt-Barron