Understanding influences on writing instruction: cases of two kindergarten teachers

ABSTRACT

The study focused on two kindergarten teachers who were observed and interviewed throughout one school year. The contrasting cases demonstrate how two teachers drew upon their experiences with teaching writing and professional development (PD) with differing outcomes for their instruction and underlying beliefs about writing. Dana, an experienced kindergarten teacher, leveraged her personal interests in writing and PD to adapt the curriculum to fit the needs of her students. In contrast, Natasha, a teacher who was teaching kindergarten for the first time, followed the curriculum and her colleague’s advice faithfully. It was not their teaching experience alone that influenced their practices, but rather their opportunities for PD and their ‘ways of knowing’ [Belenky, M. F., Clinchy, B. M., Goldberger, N. R., & Tarule, J. M. (1986). Women’s ways of knowing: The development of self, voice, and mind. New York, NY: Basic].

KEYWORDS:

• Writing
• teachers
• novice
• experienced
• ways of knowing
• cases

Notes on contributors

Sarah J. McCarthey is a Professor in the Department of Curriculum and Instruction and Director of Teacher Education at the College of Education at the University of Illinois at Urbana-Champaign. Her research interested are in professional development and writing instruction.

Grace Kang is an Assistant Professor in the Department of Teaching and Learning at Illinois State University. Her research interests are in teacher education with a focus on diverse learners.