The preparation of preservice secondary English teachers in writing instruction: A case study of three California colleges’ education programs
Abstract
This case study of three teacher education programs in California colleges aimed to answer two questions through informal interviews of methods course instructors and analysis of the associated course syllabi: First, what assumptions or theories of professional development appear to inform the various methods courses for preservice secondary English teachers? Second, how do these assumptions shape the way that preservice teachers in these methods courses are taught to teach writing? These assumptions and theories include little to no instruction in the teaching of writing to pedagogy firmly rooted in teaching writing. This study concludes with four major findings that reflect current writing pedagogy in three secondary English methods courses. This research is relevant to teacher educators because it suggests that “writing instruction”—depending on how the term is defined—is occurring in the methods course but that factors outside of the methods classroom should be included in further research of how preservice secondary English teachers are taught to teach writing.
Reference
Hochstetler, S. (2007). The preparation of preservice secondary English teachers in writing instruction: A case study of three California colleges' education programs. Action in Teacher Research, 29 (2), 70-79. http://dx.doi.org/10.1080/01626620.2007.10463450
Journal
Action in Teacher 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
- University Professors (teacher educators)
Preservice Sample Size
0
Other Participant Data
- Syllabi from teacher preparation program
Duration of Data Collection
Data Sources
- Interviews
- Syllabi from University courses
Data Analysis Tools
Researcher Positionality
Research Questions
First, what assumptions or theories of professional development appear to inform the various methods courses for preservice secondary English teachers?
Is this research question explicit from the manuscript? Yes
Second, how do these assumptions shape the way that preservice teachers in these methods courses are taught to teach writing?
Is this research question explicit from the manuscript? Yes