Abstract
Understanding of pre-service teachers’ [PSTs’] growth in practice is foundational to making the most of available opportunities in writing teacher preparation programs. We sought to examine differences in PSTs’ changes in reading and responding to student writing when their perspectives diverge from each other. Three PSTs enrolled in one learning-to-teach-writing course participated. Our comparisons of PSTs’ initial and end-of-semester reading and responding revealed varied changes within their core practice. PSTs’ variations displayed alignment to their divergent writing attitudes and beliefs. The results highlight the need for more nuanced attention to PSTs' growth in practice in future writing teacher preparation coursework.
Recommended Citation
Martin, Nicole M.; Hawkins, Lisa K.; and Cooper, Jennifer Mrs.
(2025)
"“I Have Never Enjoyed Writing…” Exploring Pre-Service Teachers’ Divergent Perspectives and Responding to Student Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 13:
Iss.
1, Article 3.
Available at:
https://scholarworks.wmich.edu/wte/vol13/iss1/3