A Teacher Educator Writes and Shares

Abstract

A literature review reveals limited information regarding the modeling of authentic writing practices by teacher educators for their students. This study examines the effect of the author's modeling processes as evidenced by education students' assessments of his courses. The author analyzed data using a grounded approach to document their perceptions of the benefits of his in-class writing and sharing of literacy work. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components. Perceived academic benefits included the learning of skills, strategies, and methods that influence a teacher's ability to address intellectual or technical aspects of classroom life. Perceived affective benefits included the enhancement of student motivation and the creation of a respectful, caring, and trustworthy learning community. Together, responses appeared to set the stage for the establishment of a more complex, multifaceted classroom discourse.