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.
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Bault, Jody; Wolpow, Ray; and Werder, Carmen
"A Co-Inquiry into What Matters Most in Written Reflections:A Co-Inquiry into What Matters Most in Written Reflections: Helping Students Integrate Cognition and Affect,"
Northwest Journal of Teacher Education: Vol. 9
, Article 6.