In this article, the author argues writing teachers can more fully inquire into their questions about teaching writing by paying closer attention to the ways their goals for teacher development shape their engagement in pedagogical inquiry. To explain these connections and illustrate these possibilities, the author shares findings from a narrative-inquiry study that examined the development of pedagogical inquiry in the lives of four teachers of writing. Using the participating teachers’ shared goals for teacher development, the author demonstrates how writing teachers can reflect upon the development of pedagogical inquiry, stretch themselves to practice other aspects of pedagogical inquiry, and re-see professional development structures. This research extends current scholarship on writing teacher development by deepening the field’s conception of writing teacher development.
"Connecting Our Pedagogical Questions and Goals: An Exercise for Writing Teacher Development,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 9:
2, Article 6.
Available at: https://scholarworks.wmich.edu/wte/vol9/iss2/6