Teacher students encounter different disciplines and writing cultures / traditions in pre-service education. In our paper we will present, analyze and discuss teacher students’ experiences with different forms of feedback and requirements to writing in fourdifferent disciplines.  At core will be the responsive interaction with teachers and peer students. By using two different learning and writing environments in teacher education, preschool teacher education and social science teacher education, we distinguish between different forms of ideals, demands andfeedbacks on their writings as they are articulated and practiced in different disciplines.  Thereby we analyze ‘literacy discourses’ and ‘formation scripts’ that seem to emerge in the interactions in different social practices within teacher education. At core is what role different forms of responses play; how teacher educators’ feedback and peer assessments influence the development of teacher students’ writing.

1. What kind of literacy discourses seem to emerge in different social practices within teacher education?

2. How does teacher students’ writing develop through the encounters with different discipline traditions during their education?

Our paper is part of the ongoing project “The struggle for the text – on teacher students’ meetings and negotiations with different academic traditions on their way towards a passed paper” financed by the Swedish research Council.

Our starting point in the project is that different disciplines represent different social practices as discipline cultures (Blåsjö 2004) and our theoretical point of departure is theories of social practices and different literacies representing different discourses (cf. Lillis 2001). The perspective includes a view of institutions and academic practices as being constituted by discourses and power, requiring a set of communicative practices, including genres, fields and disciplines (Lea & Street 1998, Macken-Horaik et al 2006). Different literacies are objectified in these tools and set into play when groups of people interpret and use them in specific discourses. In the long sight, we are especially interested in if and how the interactive process of writing texts influence students’ thinking and language, beliefs, values and action creating formation scripts of critical thinking and practical reasoning (cf. Sullivan & Rosin 2008).

Blåsjö, Mona (2004): Studenters skrivande i två kunskapsbyggande miljöer [Students’ writings in two knowledge-constructing settings]. Stockholm: Almqvist & Wiksell International. Stockholm Studies in Scandinavian Philology 37. Lea, Mary & Street, Brian (1998): Student writing in higher education: an academic literacies approach. Studies in Higher Education 23(2) 157-172. Lillis, Theresa M. (2001): Student Writing. Access, Regulation, Desire. London: Routledge. Macken-Horaik, Mary; Devereux, Linda; Trimingham-Jack, Christine & Wilson, Kate 2006): Negotiating the territory of tertiary literacies: A case study of teacher education. Linguistics and Education 17 240-257. Sullivan, William & Rosin, Matthew (208): A New Agenda for Higher Education. Shaping a Life of the Mind for Practice. San Francisco: Jossey Bass.