This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as a practice that can support and sustain preservice teachers across their writing and teaching of writers lifespan(s).
Donovan, Sarah J.
"(Re)engaging the Body in Being & Becoming Teachers of Writers,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
2, Article 8.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss2/8
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