“It Doesn’t Feel Like a Conversation”: Digital Field Experiences and Preservice Teachers’ Conceptions of Writing Response

Authors

Alison Heron-Hruby, Morehead State University
James S. Chisholm, University of Louisville
Andrea R. Olinger, University of LouisvilleFollow

Document Type

Article

Publication Date

10-2020

Department

English

Department

Early Childhood and Elementary Education

Abstract

Research shows that preservice English teachers (PSETs) lack opportunities to respond to student writing and that they may view student writing through a deficit lens. To address this need, the authors developed the Writing Mentors (WM) program, a digital field placement that gave PSETs experience providing feedback to high school writers. In this analysis, we examine how PSETs’ views of response were shaped by their digital interactions with high school writers. The challenges of interacting asynchronously created opportunities for PSETs to identify limitations in the mode of communication, propose approaches to providing feedback, and reflect on how teacher feedback can nurture or constrain relationships with students. These findings point to the promise of critical reflection on the disruptive potential of digital feedback for supporting PSTs’ response to student writing.

Comments

Copyright © 2020 by the National Council of Teachers of English. All rights reserved.

Original Publication Information

Heron-Hruby, Alison, James S. Chisholm and Andrea R. Olinger. "'It Doesn’t Feel Like a Conversation': Digital Field Experiences and Preservice Teachers’ Conceptions of Writing Response." 2020. English Education 53(1): 72-93.

ThinkIR Citation

Heron-Hruby, Alison; Chisholm, James S.; and Olinger, Andrea R., "“It Doesn’t Feel Like a Conversation”: Digital Field Experiences and Preservice Teachers’ Conceptions of Writing Response" (2020). Faculty Scholarship. 462.
https://ir.library.louisville.edu/faculty/462

ORCID

0000-0001-7610-8040