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Abstract

Twenty-first century teacher education places increased emphasis on collaborate evaluation of student work. This study provides the voices of a graduate student in teacher education, the professor teaching a literacy methods course, and a university writing instruction support director as they endeavored to develop a rubric to help pre-service secondary teachers improve their reflective writing. Discussion and short essays, guided by that same rubric, provide conclusions on the part of the co-inquirers about the importance of considering both thoughts and feelings in assessing reflective writing and conducting co-inquiry.

DOI

10.15760/nwjte.2012.9.2.6

Persistent Identifier

http://archives.pdx.edu/ds/psu/25309

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Education Commons

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