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.
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 and Staff Scholarship. 462.
https://ir.library.louisville.edu/faculty/462
ORCID
0000-0001-7610-8040
Included in
English Language and Literature Commons, Rhetoric and Composition Commons, Teacher Education and Professional Development Commons
Comments
Copyright © 2020 by the National Council of Teachers of English. All rights reserved.