In this article we draw from our year-long experience of assisting scholars who are new to publishing in transforming their work from a dissertation or conference paper to final production. We reflect on the importance of guiding, editing and prompting authors and offer advice on what we have learned about doing so.

Over a 7-year period, graduate teaching assistants participated in a teacher education doctoral seminar designed to develop emergent scholarship and practice in teacher education. Six former students in the seminar, all now assistant professors, joined Dinkelman in an open-ended, far-ranging, month-long conversation captured in a threaded, online…