Shifting the Spotlight: Centering Writer-Driven Feedback in a Preservice Teacher Peer Mentoring Writing Program

• In Event: AERA Roundtable Session 6
  In Roundtable Session: Teacher Education Pedagogy: Applying Student-Centered Approaches for Learning

Abstract

Research suggests that K-12 students benefit from quality writing feedback, however, providing feedback can be challenging for pre-service teachers (PSTs), particularly in prioritizing focus. These challenges may lead PSTs to privilege surface-level over global features.
Traditional holistic writing feedback approaches foreground writer’s ideas, organization, or evidence. We believe writing feedback should center the writer’s voice, rather than relegating it to the margins. A recentering of voice honors the diverse voice of the writer and fosters approaches to embolden cultural competence and relevance in writing practices. In this paper, we discuss outcomes from a case study in which PSTs in a peer mentoring program provided feedback on their peers’ written work in writing-intensive classes.

Authors

• Sharon Diane Matthews, Texas A&M University - College Station

• Ambyr Ruth Rios, Texas A&M University - College Station

• Susan Fields, Texas A&M University - College Station