'It Doesn't Feel Like a Conversation': Digital Field Experiences and Preservice Teachers' Conceptions of Writing Response
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| Title: | 'It Doesn't Feel Like a Conversation': Digital Field Experiences and Preservice Teachers' Conceptions of Writing Response |
|---|---|
| Language: | English |
| Authors: | Heron-Hruby, Alison, Chisholm, James S., Olinger, Andrea R. |
| Source: | English Education. Oct 2020 53(1):72-93. |
| Availability: | National Council of Teachers of English. 1111 West Kenyon Road, Urbana, IL 61801-1096. Tel: 877-369-6283; Tel: 217-328-3870; Web site: http://www.ncte.org/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Field Experience Programs, Student Experience, Preservice Teachers, Student Attitudes, Writing (Composition), English Teachers, Feedback (Response), High School Students, Technology Uses in Education |
| ISSN: | 0007-8204 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Access URL: | https://library.ncte.org/journals/EE/issues/v53-1 |
| Accession Number: | EJ1310886 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0007-8204 |
