Positing Preservice Teachers as Teachers of Writing

• In Event: Roundtable Session I
  In Roundtable Session: Writing and Writng Instruction in Teacher Education

Abstract

High-stakes testing entrenches writing as an on-demand task, aimed at quickly achieving the perfect writing product. In our view, writing should be rooted in process and is a skill to be taught, developed, and improved. To navigate this tension, a peer mentoring model was embedded within our writing-intensive courses. We explore how professional development sessions guided peer mentors to shift their perspectives on ways they embody the teacher identity of coach over that of editor.

Authors

• Sharon Matthews, Texas A&M University

• Ambyr Ruth Rios, Kansas State University