Instruction Matters: Secondary English Preservice Teachers’ Implementation of Cognitively Demanding Writing Tasks
Abstract
Research on writing tasks suggests that cognitively demanding tasks are important for student learning. Though a great deal is known about high quality writing instruction, less is known about how teachers, through their instruction, support students to complete tasks at a high level. This qualitative study examines three preservice teachers’ writing instruction to understand how their instruction does—and sometimes does not support the demands of the tasks that they provided for their students. The findings suggest that preservice teachers’ instruction appears to align with expectations for good writing instruction (e.g., using models), but that they often struggle to enact these practices in a way that supports the complexity of the tasks.
Reference
Benko, S. L. (2016). Instruction matters: Secondary English preservice teachers' implementation of cognitively demanding writing tasks. English Education, 48(3), 201-236.
Journal
English Education
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
3
Duration of Data Collection
Data Sources
- artifacts
- Audio recordings
- Interviews
- Observation of PT lessons
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own programs)
Research Questions
How does (or doesn't) the writing instruction of three preservice teachers’ writing instruction support the demands of the tasks that they provided
for their students?
Is this research question explicit from the manuscript? No