Abstract
This study investigates how preservice teachers (PTs) created and enacted innovative views of writing instruction through course experiences in a field-based writing methods course as writers and teachers working with early elementary authors. Theoretically, we drew on radical imagination (Sailors, 2018) to interpret PT’s narratives and experiences in the course. We used constant comparative data analysis across sources, which included field notes, observations, and course artifacts. The findings explore interrelationships between being a writer, establishing a writing identity, and teaching and envisioning writing instruction through liberating perspectives through writing for social change. The implications of this work argue for integrated, authentic writing experiences that have a purpose set in the writers’ and teachers’ lives and worlds.
Recommended Citation
Holyoke, Erica and Tily, Susan
(2024)
"“Without Boundaries, Something Great Might Just Be Created”: Examining Preservice Teachers’ Radical Imagination Through Becoming Writers and Teachers of Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 12:
Iss.
1, Article 1.
Available at:
https://scholarworks.wmich.edu/wte/vol12/iss1/1
Included in
Early Childhood Education Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Language and Literacy Education Commons