Living in, Learning from, Looking Back, Breaking through in the English Language Arts Methods Course: A Case Study of Two Preservice Teachers

Abstract

Preservice teachers often enter English language arts teacher preparation courses with untapped fears of writing and teaching writing due to null or bad experiences as K-12 students. In this article, I follow two preservice elementary teachers through a semester long methods course and reveal how they developed positive, clear images of themselves as writing teachers through active reflection and engagement in the course.