Becoming a Teacher of Writing in Elementary Classrooms nurtures teachers' identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking. This text is about writing instruction as a journey teachers and students embark on together. The focus is on learning how to teach writing through specific teaching and learning structures found in the Writing Studio: mini-lessons; teacher and peer conferencing; guided writing; and sharing, celebrating, and broadcasting writing. Pedagogical features include teaching structures and strategies, "Problematizing Practice" classroom scenarios, assessment resources, and a Companion Website. Because a teacher who views him or herself as a writer is best positioned to implement the Writing Studio, a parallel text, Becoming-writer, give readers space to consider who they are as a writer, their personal process as a writer, and who they might become as a writer.

Becoming a Teacher of Writing in Elementary Classrooms nurtures teachers' identities as writers, connects to the realities of writing instruction in real and diverse classrooms, and encourages critical and creative thinking. This text is about writing instruction as a journey teachers and students embark on together. The focus is on learning how to teach writing through specific teaching and learning structures found in the Writing Studio: mini-lessons; teacher and peer conferencing; guided writing; and sharing, celebrating, and broadcasting writing. Pedagogical features include teaching structures and strategies, "Problematizing Practice" classroom scenarios, assessment resources, and a Companion Website. Because a teacher who views him or herself as a writer is best positioned to implement the Writing Studio, a parallel text, Becoming-writer, give readers space to consider who they are as a writer, their personal process as a writer, and who they might become as a writer.

Literacy teacher identity development: Discourses, subjectivity and agency is a response to the growing number of concerned teacher educators who seek to make sense of the complexities of identity development in elementary and middle school preservice literacy teachers. Using a poststructural feminisms theoretical lens, Dr. Larson investigates the authoritative discourses of personal literacy biographies, literacy coursework, and student teaching impacting the identity development of seven preservice teachers during their graduate teacher education program. The agency of the preservice teachers is demonstrated through the strategies they used to negotiate and perform their identities during student teaching--working within and outside of the literacy structures of the classrooms of their cooperating teachers. The power of time and space in relation to each other is seen as a means for continued identity transformation for preservice literacy teachers. This book is written for literacy teacher educators, preservice literacy teachers and professional development educators.