Writing Instruction for Teacher Candidates: Strengthening a Weak Curricular Area

Abstract

In this case study, two teacher educators in literacy examined teacher candidates' (N = 24) learning of writing instruction across a three-course sequence of literacy methods. Data collected included a survey of candidates' knowledge of writing instruction, their formal observations of writing lessons in their student-teaching placements, a writing lesson co-constructed with a cooperating teacher during their final student-teaching placement, and structured reflections on the observations and lessons. The researchers found that little writing instruction occurred in the schools where teacher candidates were placed and that reading and reading skills dominated observed literacy instruction. Teacher candidates valued particular elements of process writing (focus on student needs, choice, scaffolding, student interest and engagement, and literacy skills). Lesson plans and reflections toward the end of the academic sequence demonstrated that teacher candidates' knowledge about writing instruction increased in complexity and that their beliefs and their practices were somewhat aligned. Implications for teacher education programs include a need to provide scaffolded and distributed instruction for new teachers in the area of writing instruction.

Keywords:

• qualitative research
• teacher education
• writing