Re-Mediating Preservice Teacher Conceptions of Writing, Writing Instruction, and Student Writers in a Designed Mentoring Environment

• In Event: Honing the Critical Literacy Development of Students, Preservice Teachers, and Teacher Educators

Abstract

This paper explores the learning experiences of preservice teacher (PST) participants in a design-based research study of a virtual writing center designed to interrupt deficit-based notions of writing development. We investigate how PSTs practice individualized writing instruction for re-mediation of youths’ writing development, as well as which features of the designed environment PST mentors credit with supporting their practice. We find that certain interactional pedagogical tactics, which we term “re-mediational moves,” appear to be an important component of mentors’ practice. Design features that PSTs credit with shaping their practice include live coaching from project directors during mentoring sessions, participation in a professional learning community (PLC) of mentors, and the opportunity to work over an extended timeframe with the same mentee(s).

Authors

• Sarah W. Beck, New York University

• Scott Storm, New York University