Abstract
Writing pedagogy educators need approaches for designing the writing methods course in ways that will make a positive impact on practicing teachers’ decision-making. In this article, the co-authors—a writing pedagogy educator and a former student—address this need by providing a reflective conversation about the former student’s transition from the writing methods course to the student teaching experience. Together, the co-authors explore the extent to which a hands-on learning experience built into the writing methods course (designing and hosting an online writing competition for middle and high school students) impacted the former student’s experience of teaching writing as a student teacher. Through dialogue, the co-authors illustrate how the former student’s transition from the writing methods course to student teaching was a process that involved applying emerging expertise, reflecting upon ideals, and negotiating agency within the ecology of the school context. Based upon this conclusion, the co-authors argue teacher educators may strengthen the connection between the writing methods course and future teaching by creating opportunities for preservice teachers to apply their ideals and emerging expertise in course projects that require them to design instruction for multiple kinds of teaching situations, ones that offer a range of levels of autonomy in curricular decision-making.
Recommended Citation
Rivera-Mueller, Jessica and Clark, Josie
(2026)
"Expertise, Ideals, and the Ecology of Learning to Teach: A Conversation about the Transition from the Writing Methods Course to Student Teaching [Special Issue],"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
1, Article 6.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss1/6
Included in
Curriculum and Instruction Commons, Higher Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons