Representations of Practice: Writing and Teacher Learning

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-5 - Teacher Learning Through Writing and Experience

Abstract

In order to better understand the role both local and global writing play in teacher identity-building, this case study takes a longitudinal approach to analyzing teacher candidate writing throughout teacher preparation. The findings present the narrative of one participant and her writing experiences across two years of a traditional preparation program culminating in completion of a high-stakes teacher performance assessment (TPA). A Bakhtinian lens is used to analyze the relationships between these writing experiences and identity construction drawing on concepts related to intertextuality and discourse, highlighting the importance of the writing situation as it contributes to the outcomes of literacy practices. Future implications for teacher educators focus on instructional design and the use of TPAs as indicators of teacher quality.

Author

• Lindsay M Stoetzel, University of Wisconsin - Madison