Learning to teach through writing with students

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


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.