Opportunities for teachers to engage in professional development that leads to substantive change in their instructional practice are few, yet the National Writing Project (NWP) provides one such “transformational” experience through their summer institutes (Whitney, 2008). Also, despite recent moves in the field of English education to integrate digital writing into teacher education and K-12 schools (NWP, et al., 2010), professional development models that support teachers’ “technological pedagogical content knowledge” (Mishra & Koehler, 2008) related to teaching digital writing are few. This case study documents the experience of one teacher who participated in an NWP summer institute with the author, himself a teacher educator and site director interested in technology and writing. Relying on evidence from her 2010 summer experience, subsequent work with the writing project, and an interview from the winter of 2013, the author argues that an integrative, immersive model of teaching and learning digital writing in the summer institute led to substantive changes in her classroom practice and work as a teacher leader. Implications for teacher educators, researchers, and educational policy are discussed.
Towards an Understanding of the Work of Teacher Education Professoriate in India