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- Methods course; writing teacher education; collaborative writing (1)
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Articles 1 - 16 of 16
Full-Text Articles in Education
A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond
A Reflection On Writing Methods: Where Am I Going? Where Have I Been?, Kia Jane Richmond
Teaching/Writing: The Journal of Writing Teacher Education
The author, an eminent scholar and practitioner of writing teaching methods, reflects on the growth and development of the community and scholarship of writing teacher education and highlights several key trends as discussed in this issue.
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching Priorities As Both Durable And Flexible: Writing Pedagogy Classes Across International Contexts, Charlotte L. Land, Jessica Cira Rubin
Teaching/Writing: The Journal of Writing Teacher Education
This article developed from a year-long inquiry into our practices as writing teacher educators. As new university faculty in two different countries, we drew on a previous literature review project to identify enduring priorities for teaching writing pedagogy. We then analyzed our developing practices in these unfamiliar places, specifically noting what also felt flexible enough to work across contexts, leaving space for local adaptation. For each of our classes, we explore how we expressed those priorities: discussing teaching practices as connected with theories and discourses of teaching writing, supporting teacher-student experiences through a cycle of writing, and facilitating appreciative views …
Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben
Writing Methods Key In Preparing Hope-Focused Teacher-Writers And Teachers Of Writing, Nicole Sieben
Teaching/Writing: The Journal of Writing Teacher Education
This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then …
The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson
The Evolution From Mentor Texts To Critical Mentor Text Sets, Margaret O. Opatz, Elizabeth T. Nelson
Teaching/Writing: The Journal of Writing Teacher Education
This article chronicles how two teacher educators changed the mentor text set assignment--one component of a larger writing unit plan--from a simple list of texts to a critical mentor text set that includes intentionally selected, culturally and linguistically diverse texts. The goal of the critical mentor text set was to support preservice teachers’ understanding of how to implement culturally sustaining writing pedagogy through developing students’ identities, skills, and intellect as writers, and students’ abilities to read texts through a critical stance that evaluates the privilege and power within the texts while working towards anti-oppression.
Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa
Learning About Teaching Writing: The Use Of Roles To Support Preservice Teachers Pedagogical Knowledge And Practices, Kristine Pytash, Denise N. Morgan, Elizabeth Testa
Teaching/Writing: The Journal of Writing Teacher Education
If teacher educators are fortunate to be able to teach a writing methods class, they encounter challenges in designing field experiences that support what preservice teachers are learning in their course. In this article, we described how we developed a unique field placement where the preservice teachers worked in teams and rotated roles each week. We found that these taking on these roles provided preservice teachers with unique lenses to learning about writing, students, and general teaching pedagogies.
(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan
(Re)Engaging The Body In Being & Becoming Teachers Of Writers, Sarah J. Donovan
Teaching/Writing: The Journal of Writing Teacher Education
This article offers a framework by which writing teacher educators can offer secondary preservice teachers a way to engage lived writing histories with pedagogical content knowledge of writing (PCKW) through embodied practices. Building on antiracist creative writing scholarship and genre theory, two practices from a semester-long course (Teaching Writers) are offered that acknowledge the still-evolving implications of writing education during the pandemic on preservice teachers’ writing development and the writing development of high school students, some of whom spent the past three years only writing physically isolated. The author offers initial observations about the ways she sees embodied PCKW as …
Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner
Imagining The Possible: Reflections On Teaching A Writing Methods Course For Pre-Service Undergraduate Secondary English/Language Arts Teachers, Emily S. Meixner
Teaching/Writing: The Journal of Writing Teacher Education
What's possible in a teaching writing methods class? In this essay, the author provides a descriptive portrait of the undergraduate secondary writing methods course she teaches, focusing on five specific learning outcomes: teacher writing identities, knowledge of writer's craft, grammatical awareness and an understanding of linguistic justice/injustice, writing workshop methodology, and genre-based unit and lesson planning. Course readings, assignments, and work samples are included.
Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai
Humanizing The Teaching Of Writing By Centering The Writer, Naitnaphit Limlamai
Teaching/Writing: The Journal of Writing Teacher Education
In this work, the author explains how she prepared preservice secondary teachers to consider themselves as writers and to teach writing in more humanizing ways. She first describes how preservice teachers were guided to cultivate identities as writers and broaden ideas of “writing.” With new knowledge about themselves as they developed writerly identities, they surfaced and unpacked existing ideas about learning how to write and built knowledge about teaching writing, creating teaching artifacts like unit and lesson plans, interacting with local adolescent writers in pen pal letters, and participating in simulated feedback sessions with adolescent writers. Asking preservice teachers to …
Teaching Writing As A Metacognitive Process, Heather Fox
Teaching Writing As A Metacognitive Process, Heather Fox
Teaching/Writing: The Journal of Writing Teacher Education
In a writing methods course for future K-12 educators, preservice teachers examine the intersections of their experiences as writers, students, and future teachers through three interdependent projects. Completed between Fall 2019 and Spring 2022, this empirical study (n=138) includes Elementary Education, Middle Education, and (Secondary) English Teaching majors and focuses on the first project, Writing Memory, to examine how teaching writing as a metacognitive process facilitates preservice teachers’ understanding of how they and their future students developed, and are continuing to develop, as writers. The project analyzes students’ reflections on how they select and arrange previously written text to …
The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi
The Collaborative Evolution Of The Writing Teacher Educator And The Methods Course, Christina Saidy, Nicole Nava, Ginette Rossi
Teaching/Writing: The Journal of Writing Teacher Education
In this article, we describe a collaborative approach to preparing graduate students for teaching the methods class at our university. We document the approach to preparation, our connections to the methods course itself, the tensions in the methods course that we identified in working together, and the important choices about and modifications we made to the course based on the tensions we identified. Our collaborative approach to preparing and planning for the methods class gave us a deep understanding of our context and unique challenges as we evolved the course.
Growing Together: Utilizing Writing Communities In The Writing Methods Course, Katie Alford
Growing Together: Utilizing Writing Communities In The Writing Methods Course, Katie Alford
Teaching/Writing: The Journal of Writing Teacher Education
This article shares insights on utilizing small writing communities with a writing methods course. It highlights how preservice teachers try on what it means to be a writing teacher and build their confidence as ELA writing teachers through participation in writing communities. It also demonstrates how ELA preservice teachers consider the needs of future students and contemplate how to provide constructive feedback on writing while honoring student voices in writing from writing community participation. It concludes that small writing communities foster the growth of writing teachers in positive ways.
Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean
Variations On A Writing Methods Course: Two English Educators Across Four Decades, Amber Jensen, Deborah Dean
Teaching/Writing: The Journal of Writing Teacher Education
This article draws on the intersecting autoethnographies of two writing methods instructors over the course of nearly 40 years as undergraduate students, secondary English teachers, and English educators to map the evolution of the undergraduate writing methods course at Brigham Young University (BYU). It identifies five foundational principles that have shaped the course curriculum, learning activities, and assessment, integrating artifacts and student examples to demonstrate the way they enact these principles with the preservice teachers in their classes. The authors conclude by identifying revisions and future directions for the course in its coming years.
On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley
On Writing Teacher Education, The Writing ‘Methods’ Course, And The Evolution Of A Community, Jonathan E. Bush, Erinn Bentley
Teaching/Writing: The Journal of Writing Teacher Education
No abstract provided.
“I Kind Of Pushed Back”: Efficiency And Urgency In A No-Excuses Writing Curriculum, Katie Nagrotsky
“I Kind Of Pushed Back”: Efficiency And Urgency In A No-Excuses Writing Curriculum, Katie Nagrotsky
Teaching/Writing: The Journal of Writing Teacher Education
Drawing on the concept of structuring contexts (Berchini, 2016) this article explores a white teacher’s understanding of teaching writing in a no-excuses charter management organization network. Through a deductive analysis, the author traces how the teacher’s beliefs about language were shaped by the CMO’s emphasis on efficiency, influencing how he acted on and adapted centralized curriculum and assessment practices. Documenting the ways that whiteness works within the writing curriculum and assessment practices despite stated broader organizational commitments to culturally relevant teaching, the author shows how the curriculum appropriated texts written by People of Color while the assessment practices prioritized correctness …
Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble
Criticism, Praise, And The Red Pen: The Role Of Elementary School Teachers On The Enduring Efficacy Of Writing Instructors, Julie Kimble
Teaching/Writing: The Journal of Writing Teacher Education
A teacher’s own early experiences with writing, whether positive or negative, have a significant effect on the students that they teach, especially those who go on to become teachers. In a graduate education and reading program at a public university in the southern United States, we ask our teachers through a writing biography assignment to explore these memories of their earliest writing experiences and determine how those experiences fit into their current teaching careers. For this qualitative project, the researcher analyzed essays that were submitted for a “Writing Autobiography” assignment for this graduate level writing class for educators. This study …
Conflict, Politics, And Self-Censorship: Psts And Their Struggles With Writing As Civic-Engagement, Mike P. Cook, Gail Harper Yeilding
Conflict, Politics, And Self-Censorship: Psts And Their Struggles With Writing As Civic-Engagement, Mike P. Cook, Gail Harper Yeilding
Teaching/Writing: The Journal of Writing Teacher Education
This collective case study of five secondary English language arts (ELA) pre-service teachers (PSTs) examined the ways they used writing as avenues for civic engagement. Two questions guided this inquiry: 1) In what ways does a composition course focused on writing as civic engagement impact PSTs’ views of civically-engaged writing? 2) In what ways does a composition course focused on writing as civic engagement impact PSTs as writers of civically-engaged texts? Findings suggest the PSTs experienced a variety of conflict as writers and future teachers of writing. These conflicts often connected to the PSTs’ struggles to view teachers and teaching …