Twenty-five teachers enrolled in a 5-week summer practicum course on reading assessment. Every day the teachers attended class and worked one-on-one with a child having learning difficulties. Teachers maintained extensive records of their instruction and also corresponded with the professor via dialogue journals. A study examined these instructional records and dialogue journals to understand teacher use of dialogue journals, the relationship between journal entries and instructional patterns, and the influence of the university educator on teacher change. Results revealed a number of patterns, including the following: (1) teachers had distinctive response styles (narrative and intertextual) that were consistent over the 5 weeks (interaction with the professor did not seem to affect this style); (2) teachers with a narrative response style tended to want to "fix" a child's problems, while teachers with an intertextual response style tended to focus on understanding a child as learner; and (3) teachers with an intertextual response style wrote more about their own learning and reported that they knew more about teaching and learning as a result of the course. (One figure of data is included, and 23 references are attached. Three appendixes containing outlines of response styles are attached.) (Author/SR)