Chapter 25: Dialogue Journal Writing Between Preservice Teachers and Elementary Students in a PDS

In this chapter, the authors discuss the results of a 3-year research project in which preservice teachers in Grades K-4 were introduced to the use of dialogue journals at a professional development school (PDS). The study describes a portion of the data that focuses on the perceptions of the preservice teachers about the project and the usefulness of dialogue journaling as a possible writing tool in their own future classrooms. It also can be seen as a method to increase PDS involvement. Qualitative data included transcripts of interviews with participating classroom and preservice teachers, as well as with participating elementary students.