This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views of student writers. Our findings suggest these complex priorities can be adapted to suit different contexts, and that ongoing analysis across different teacher education spaces can highlight new possibilities for evolving practices.
Land, Charlotte L. and Rubin, Jessica Cira
"Teaching Priorities as Both Durable and Flexible: Writing Pedagogy Classes Across International Contexts,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
2, Article 15.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss2/15
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