Learning to Teach through Writing with Students

Authors

  • Cheu-Jey Lee Indiana University-Purdue University Fort Wayne

DOI:

https://doi.org/10.20360/G2XM2T

Keywords:

Writing, Writing Instruction, Dialogical Note, Fund of Knowledge

Abstract

This article presents a study of how dialogical notes can be used to inform teaching. A total of 43 pre-service teachers were asked to write dialogical notes back and forth with their students for one semester during their practicum in the elementary school. Their notes and reflections were analyzed to see what the pre-service teachers learned about their students through note writing. In addition, the impact of note writing on the pre-service teachers’ teaching was also investigated. This article argues that dialogical notes serve as a viable tool for teachers to know students on a deeper level as well as to plan and adapt their teaching accordingly.

Author Biography

Cheu-Jey Lee, Indiana University-Purdue University Fort Wayne

 

Cheu-jey Lee is an associate professor in the College of Education and Public Policy at Indiana University-Purdue University Fort Wayne. He is also a Site Director of the Appleseed Writing Project affiliated with the National Writing Project. He received his Ph.D. in Language Education from Indiana University-Bloomington. He teaches literacy/language arts methods courses in the teacher education program. His research focuses on literacy education (especially critical literacy), philosophy of educational research, and educational inquiry methodology.

 

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Published

2017-10-31

How to Cite

Lee, C.-J. (2017). Learning to Teach through Writing with Students. Language and Literacy, 19(4), 112–128. https://doi.org/10.20360/G2XM2T

Issue

Vol. 19 No. 4 (2017)

Section

Articles

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