A National Study of Exemplary Writing Methods Instructors' Course Assignments. Issue 2 (3rd April 2019)

• Record Type: Journal Article
• Authors: Scales, Roya Q.; Tracy, Kelly N.; Myers, Joy; Smetana, Linda; Grisham, Dana L.; Ikpeze, Chinwe; Yoder, Karen Kreider; Sanders, Jenn
• Is Part Of: Literacy research and instruction. Volume 58:Issue 2(2019)
• Page Start: 67
• Page End: 83
• Publication Date: 2019-04-03
• Subjects: Writing methods courses -- writing pedagogy -- writing methods course assignments -- writing methods instructors -- preservice teacher education; Literacy -- Periodicals; Reading -- Periodicals; Children -- Books and reading -- Periodicals; Electronic journals; 428.4
• DOI: 10.1080/19388071.2019.1575496
• Languages: English
• ISSNs: 1938-8071

Abstract

ABSTRACT: In response to the dearth of research on K to 6 teacher preparation for teaching writing, we investigated writing methods course instructors' course assignments. Participants' courses met the following criteria: (a) Courses taken by undergraduate elementary teacher candidates; (b) Writing methods courses; (c) Use of exemplary writing instructional practices; and (d) Direct writing instruction with field application opportunities. Cross-case analysis revealed that despite vastly different teacher preparation programs and contexts, assignments were highly similar and focused on developing the candidates' self as writer or on becoming a teacher of writing. Assignments highlighted in the findings illuminate how exemplary writing methods course instructors support candidates' development and may be applied to programs seeking to create or to strengthen a writing methods course. Future directions for research are explored.