In this article, an English education professor, a university writing center administrator, and a recent graduate of an undergraduate English education program discuss the role peer tutoring might play in enhancing the education of preservice teachers of writing. The authors argue that by providing additional, authentic field experiences which reflect constructivist, student-centered philosophies often adhered to in English education programs, university peer tutoring can provide undergraduate students with authentic experience in learning collaboratively, developing rapport with students, and conducting student-centered, one-to-one writing conferences.

Research Article| April 01 2003 English Education Students and Professional Identity Development: Using Narrative and Metaphor to Challenge Preexisting Ideologies Janet Alsup Janet Alsup Search for other works by this author on: This Site Google Pedagogy (2003) 3 (2): 277–280. https://doi.org/10.1215/15314200-3-2-277 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Janet Alsup; English Education Students and Professional Identity Development: Using Narrative and Metaphor to Challenge Preexisting Ideologies. Pedagogy 1 April 2003; 3 (2): 277–280. doi: https://doi.org/10.1215/15314200-3-2-277 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsPedagogy Search Advanced Search The text of this article is only available as a PDF. © 2003 Duke University Press2003 Article PDF first page preview Close Modal Issue Section: From the Classroom You do not currently have access to this content.