Event Details

“I didn’t want to make them feel wrong in any way”: Preservice teachers’ digital feedback on sociopolitical perspectives in student texts. James Chisholm, University of Louisville, at the Literacy Research Discussion Group

In this thematic analysis, my colleagues and Iinvestigated “educational niceness” (e.g., Bissonnette, 2016) in preservice teacher(PST) response to sociopolitical content in student writing. As part of thefield experiences for several methods courses at two universities in the U.S.,teacher-researchers used Google Docs and screencasts to connect PSTs with highschool writers at a geographical distance. Twelve PSTs participated in focusgroup interviews. Data included transcripts from nine focus groups and PSTs’digital responses to student writing. Although authentic response opportunitiessupported PSTs’ critical reflection, findings indicate that such practice mayexacerbate PSTs’ impulse to enact educational niceness.