Abstract
In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to surface and interrogate their own ideas about writing and teaching writing in ways that allowed them to develop their own writerly identities and experience more humanizing ways of writing as they worked with adolescent writers has the potential to transform how they teach writing.
Recommended Citation
Limlamai, Naitnaphit
(2022)
"Humanizing the Teaching of Writing by Centering the Writer,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
Iss.
2, Article 6.
Available at:
https://scholarworks.wmich.edu/wte/vol11/iss2/6
Included in
Educational Methods Commons, English Language and Literature Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Liberal Studies Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons