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Junior High, Intermediate, Middle School Education and Teaching Commons™
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- Teacher education (2)
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Articles 1 - 5 of 5
Full-Text Articles in Junior High, Intermediate, Middle School Education and Teaching
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.
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.
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 …
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
The Dimensions Of Teachers Who Write And The Essence Of A Writing Life, Shari L. Daniels, Pamela Beck
Teaching/Writing: The Journal of Writing Teacher Education
The purpose of this grounded theory case study was to explore the perceptions among ten K-12 teachers who teach writing and also write themselves. What are the key essentials for teachers to sustain a writing life? What habits of mind or attitudes are necessary for teachers to sustain a writing life? Interviews served as the primary data source along with writing artifacts from the participants’ own writing life. Findings indicate that teacher-writers committed to a writing life do so for the purpose of 1) discovering meaning, 2) connections to others 3) commitment to learning and 4) well-being, with an overall …
Exploring The Impact Of Teacher Collaboration On Student Learning: A Focus On Writing, Shannon M. Pella
Exploring The Impact Of Teacher Collaboration On Student Learning: A Focus On Writing, Shannon M. Pella
Teaching/Writing: The Journal of Writing Teacher Education
In this yearlong case study, six English teachers in an urban high school in Northern California engaged in sustained collaboration focused on developing and enacting strategies to improve the writing skills of their culturally and linguistically diverse freshmen. The study was conducted between August 2018 and June 2019, to determine the connections, if any, between teacher collaboration and student learning. Qualitative data were analyzed from teacher collaboration and observation of classroom practices, focus groups and teacher-created artifacts. Students’ on-demand writing assessments in fall and spring were compared with instructionally supported writing. Student surveys were analyzed in a mixed methods approach. …