Wobbling with writing: Challenging existing paradigms of secondary writing instruction and finding new possibilities
Abstract
We explore three primary paradigms that continue to dominate writing instruction in secondary schools. By illustrating these paradigms, exploring their underlying assumptions with two classes of preservice teachers (PSTs) enrolled in a required course on teaching writing and identifying theoretical and pedagogical alternatives, we examine how models of teacher preparation can invite teacher educators and PSTs to ‘‘wobble’’ with and, consequently critique, their deeply held beliefs about writing instruction. We analyze data collected in two major course projects completed at the beginning and end of the course to demonstrate how supporting PSTs in critiquing and exploring alternative approaches to teaching writing can enable them to challenge the‘‘methods du jour’’ that emerge as a result of problematic models of school assessment and policy. Ultimately, this study illustrates promising interventions for helping PSTs do more than simply teach writing in formulaic ways at the expense of addressing students’ needs in their specific teaching contexts.
Reference
Garcia, A., & O'Donnell-Allen, C. (2016). Wobbling with writing: Challenging existing paradigms of secondary writing instruction and finding new possibilities. Literacy Research: Theory, Method and Practice, 65, 348-364.
Journal
Literacy Research: Theory, Method, and Practice
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
- English Education
- Secondary
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
43
Duration of Data Collection
Data Sources
- fieldnotes
- reflections
- work samples
Data Analysis Tools
- Case study analysis
- coding to a prior categories
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
Researchers (sought to) trace how preservice ELA teachers' beliefs regarding three paradigms for writing instruction in the context of a required writing methods course.
Is this research question explicit from the manuscript? Combination