Exploring Connections between Writing Methods Teacher Education Courses and K-12 Field Experience

ABSTRACT

The purpose of this study was to understand how writing teacher educators, who used research-based practices, make connections to K-12 classrooms for their preservice teacher candidates. A team of eight literacy researchers and educators from institutions across the United States collaborated to conduct a qualitative interview study of 15 writing teacher educators. This study is grounded in literature on effective writing instruction as well as university and K-12 connections, and it is framed by Kolb’s experiential learning theory. Findings suggest several themes related to how writing teacher educators make connections to K-12 classrooms including intentional field experiences, spending time in the field themselves, connecting their teaching of writing assessment to actual classrooms and students, and engaging in consistent reflection and revision of their courses. Implications and future directions for research are explored.

KEYWORDS:

• Writing teacher educators
• preservice teachers
• writing methods

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Joy Myers

Joy Myers is an assistant professor of literacy at James Madison University. Research interests include writing instruction, teacher education and digital literacies.

Jennifer Sanders

Jennifer Sanders is a school head and associate professor of literacy education at Oklahoma State University in Stillwater, OK.  Her research interests include writing pedagogy, teacher education, peer-tutoring writing centers, and representations of diversity in children's literature.

Chinwe H. Ikpeze

Chinwe H. Ikpeze is an Assistant Professor of Literacy at St. John Fisher College, Rochester, NY. Her research interest include literacy teaching and learning in K-12  and  teacher education, cultural studies,  urban education, digital literacies and self study.

Karen K. Yoder

Karen K. Yoder is an affiliated associate professor of literacy at Goshen College in Goshen, Indiana. Research interests include writing instruction and student perspectives on learning.

Roya Q. Scales

Roya Q. Scales is a professor of literacy education at Western Carolina University in Cullowhee, NC. Her research interests include adaptive teaching, enactment of teachers’ visions, literacy teacher education, and effective teaching of literacy.

Kelly N. Tracy

Kelly N. Tracy is an associate professor of literacy education at Western Carolina University in Cullowhee, NC. Her research interests include elementary and middle grades writing instruction and writing professional development.

Linda Smetana

Linda Smetana is a professor of educational psychology at California State University East Bay, Hayward, California. Research interests include literacy teacher education, response to intervention, generative technology, and strategies for struggling readers.

Dana L. Grisham

Dana L. Grisham is a retired professor at California State University, Hayward, California. She has more than 80 scholarly publications and her research involves the intersection of literacy, technology, and teacher education.