Abstract
This article presents qualitative data and a pedagogical reflection from two teacher educators as they consider a writing partnership between preservice teachers in their methods course and a class of middle school writers. The purpose of the partnership was to help preservice teachers think about students not just for the purposes of evaluation and grading, but as writers, and, more importantly, as human beings. Authors present their inquiry and the challenges that arose as a result of the project, including reflections on the partnership from preservice teachers.
Recommended Citation
Whitney, Anne Elrod; Olcese, Nicole; and Squier, Virginia
(2015)
"“It Sounds Wrong” vs. “I Would Be Curious”: Challenges in Seeing Students as Writers in a School-University Partnership,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 4:
Iss.
2, Article 2.
Available at:
https://scholarworks.wmich.edu/wte/vol4/iss2/2
Included in
Curriculum and Instruction Commons, Rhetoric and Composition Commons, Secondary Education and Teaching Commons