Supporting Writing Development and Emerging Professional Identity in Underserved Teacher Education Students Through Peer Feedback

• In Event: 61.044 - College Student Development and Learning Across Institutional Types

Abstract

This paper examines peer feedback as a process for supporting academic writing development and emerging professional identity in underserved and at-risk teacher education students. Preliminary findings from two classroom-based projects highlight key aspects of peer feedback: engaging students in the “process of collective learning” central to a community of practice (Lave & Wenger, 1991), and placing students in the position of “more knowledgeable other” (Vygotsky, 1978) in responding to the work of their peers. The two peer feedback interventions reported here are part of an ongoing collaboration between instructors and researchers at community college and 4-year college campuses in a metropolitan area. The findings suggest the positive impact of peer feedback processes on students’ writing and emerging professional identity.

Authors

• Helen L. Johnson, City University of New York

• Michelle C. Fraboni, Queens College - CUNY

• Caterina Almendral, City University of New York

• Michele deGoaes-Malone, LaGuardia Community College - CUNY

• Milushka Elbulok-Charcape, CUNY - Graduate Center

• Jennifer Gilken, The City University of New York

• Leigh Shebanie McCallen, The Graduate Center, City University of New York