Co-Editor: Jessica Gallo, University of Nevada, Reno
Co-Editor: Bailey Herrmann, University of Wisconsin-Oshkosh
Founding Editors: Jonathan Bush, Western Michigan University and Erinn Bentley, Columbus State University
A NOTE: We are excited to announce our new editorial team: Dr. Jessica Gallo, University of Nevada, Reno, and Dr. Bailey Herrmann, University of Wisconsin-Oshkosh. Drs. Gallo and Herrmann bring new perspectives and excitement to Teaching/Writing: The Journal of Writing Teacher Education. Both have contributed previously to T/W and are active leaders and mentors in the Writing Teacher Education community.

We’re proud of our work at T/W and what we’ve accomplished in the past eleven years (Yes, time does go by quickly!), and we are even more excited to see what these extraordinary scholars and teachers will do with the journal. We know they will guide the journal into new areas and venues and continue to advance our field in extraordinary ways.

We give our thanks for all the wonderful contributors and collaborators and we wish the best to Jess and Bailey and look forward to helping them in our new roles as ‘founding editors’ – while staying out of their way as they go on to do great things.

Jonathan Bush and Erinn Bentley

A Note from the Incoming Editors

We are thrilled to move into the roles of editors of Teaching/Writing. For us, Teaching/Writing has provided an important publication venue in our field. As one of the very few journals that focuses on writing teacher education, pedagogy of writing, research about writing, and writers’ own processes and development, this is a much-needed journal in our field.

We are grateful for Erinn Bentley and Jonathan Bush's work in creating and building this journal. As editors, we hope to continue to provide a space for collaboration, innovation, and conversation around teaching writing. We hope that readers will find inspiration, as we have, in the contributions of their peers and that authors will find community for their work.

Jessica Gallo and Bailey Herrmann

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 11, Issue 3 (2022) Fall/Winter 2022



“I Think Writing is…” A Multi-State Study of Teacher Candidates’ Changing Beliefs about Writing
Jenn Raskauskas, Sonia M. Kline, Amanda Wall, Grace Y. Kang, Chinwe H. Ikpeze, Joy Myers, Roya Q. Scales, Linda D. Smetana, and Kelly Tracy


Creating Communities of Practice Focused on Writing Instruction
Katie Schrodt, Brandi Nunnery, Brian Kissel, and Melissa Knapp


Interventions to Improve Teacher Self-Efficacy Beliefs about Writing and Writing Instruction: Lessons Learned and Areas for Exploration
Jadelyn Abbott, Tracey Hodges, Sherry Dismuke, Katherine Landau Wright, and Claire Schweiker


On Parallel Paths: Learning through Case Studies in the Writing Pedagogy Course
Alyssa Devey, Christina Saidy, Mohammed S. Iddrisu, Seher Shah, and Marlene A. Tovar