Field experience seminars, discussion-based courses paired with school-based practicum experiences, provide a space for teacher candidates to discuss the theories they study in their university classes and the practices they observe and implement in their school placements. This article describes an action research study that examines teaching techniques that promote discussion in English education seminar courses. The purpose of this research was to collaboratively develop teaching approaches that would help teacher candidates bridge ideas about theory and practice in their development as aspiring teachers. The conversations that challenged the teacher candidates to think critically and theoretically about their classrooms were transformative moments in our seminar classes.

Author Biography

Bailey Herrmann is an Assistant Professor of Literacy and Language at the University of Wisconsin Oshkosh, Director of the Fox Valley Writing Project in Oshkosh, Wisconsin, and a former high school English teacher; email herrmanb@uwosh.edu. Jessica Gallo is Assistant Professor of English Education at the University of Nevada, Reno, a former high school English teacher, and a teacher leader of the Fox Valley Writing Project in Oshkosh, Wisconsin; email jgallo@unr.edu.

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Creative Commons Attribution-Noncommercial 4.0 License
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