Engaging Future Teachers to Reflect on How Reading and Writing Can Change Lives

被引：0

作者：

Hall, Maureen P. ^{[1
]}

Waxler, Robert P. ^{[1
]}

机构：

[1] Univ Massachusetts Dartmouth, Educ, N Dartmouth, MA 02747 USA

来源：

WRITING & PEDAGOGY | 2010年 / 2卷 / 01期

关键词：

cognitive affective learning; reading; contemplative writing; literacy; preservice teacher education; community; identity construction;

D O I：

10.1558/wap.v2i1.91

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This essay describes a literacy project involving college students who are preservice teachers and students in an urban alternative public school. Robert Frost's "The Road Not Taken" served as a touchstone or linchpin for the development of literacy skills and identity construction for both the college and secondary school students. Utilizing the idea of ''a new neighborhood" as a metaphor and a goal, all students were given opportunities to engage with language, opening them up to a variety of new experiences and a new sense of belonging within a safe classroom environment.

引用

页码：91 / 101

页数：11

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