Relevant bibliographies by topics / Writing teacher preparation

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Writing teacher preparation'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Writing teacher preparation"

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Zhang, Lawrence. "Reflections on the pedagogical imports of western practices for professionalizing ESL/EFL writing and writing-teacher education." Australian Review of Applied Linguistics 39, no. 3 (December 31, 2016): 203–32. http://dx.doi.org/10.1075/aral.39.3.01zha.

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The teaching of writing in English as a second/foreign language (ESL/EFL) has been a challenging task for many teachers due to its multifaceted nature. This paper is a reflection on ESL/EFL writing teaching in three countries, namely China, Singapore, and New Zealand, with particular reference to professionalizing ESL/EFL writing and ESL/EFL writing-teacher education. It first addresses issues facing EFL writing and writing-teacher education that relate to the offering of English at various levels in China. It then moves on to elaborate on how western pedagogical practices have been implemented in Singapore, especially that of a genre-based pedagogy. Nestled in the context of globalization, I focus on New Zealand, positing that globalization has exacerbated the challenge in teaching ESL writing because of large numbers of students who are seeking higher education in western countries in English as the medium of instruction, and yet their first language is not English. I conclude the paper with recommendations that professionalizing L2 writing (even in school settings) is a mission for all those who are in this enterprise. Proper teacher preparation programs for training L2 writing teachers should be in place in order for this to happen. China needs to critically appraise, and learn from, successful experiences such as Singapore and many institutions in the USA and Canada. New Zealand is yet to formalize ESOL writing teacher preparation programs, where English-as-an-L2 writing-teacher education for primary and secondary schools is still not a priority in most teacher-education institutions.
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Musanti, Sandra I., and Alma D. Rodríguez. "Translanguaging in bilingual teacher preparation: Exploring pre-service bilingual teachers’ academic writing." Bilingual Research Journal 40, no. 1 (January 2, 2017): 38–54. http://dx.doi.org/10.1080/15235882.2016.1276028.

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Brenner, Devon, and Ashley McQuirk. "A Snapshot of Writing in Elementary Teacher Preparation Programs." New Educator 15, no. 1 (February 16, 2018): 18–29. http://dx.doi.org/10.1080/1547688x.2018.1427291.

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Bomer, Randy, Charlotte L. Land, Jessica Cira Rubin, and Laura M. Van Dike. "Constructs of Teaching Writing in Research About Literacy Teacher Education." Journal of Literacy Research 51, no. 2 (March 21, 2019): 196–213. http://dx.doi.org/10.1177/1086296x19833783.

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This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.
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Elisa, Elisa, Ainun Mardiyah, and Nova Irwan. "PELATIHAN PTK (PENELITIAN TINDAKAN KELAS) BAGI GURU SMA NEGERI 2 PLUS SIPIROK." Martabe : Jurnal Pengabdian Kepada Masyarakat 1, no. 1 (June 28, 2018): 22. http://dx.doi.org/10.31604/jpm.v1i1.22-26.

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Dedication activities are motivated by the importance of conducting classroom action research in making changes in improving the quality of education. The purpose of community service is to increase the interest of writing PTK for teachers and students create and innovative teachers have as an educator so that educator goals can be achieved. The formulation of the problem in this devotion is (1) How the teacher's fundamental knowledge about PTK. (2) How creativity and activity of teacher in writing. This religious activity is held for three meetings. The first meeting discusses fundamental knowledge of PTK by providing an initial skill test. The second meeting discusses the preparation of PTK proposals and the implementation of PTK. While at the third meeting discussed the processing of data results and preparation of the final report. Based on observations during community service activities, some positive results were obtained: (1) Participants showed very high attention to community service materials. (2) The participants actively asked in exposing the problems faced during this time when making PTK. (3) From the initial test consists of 20 questions about knowledge of PTK. From the initial data obtained, only two people or about 13.33% of teachers who can answer and get a score above the KKM, while 13 people or about 86.7% of teachers have not been able to answer and earn, score below KKM. After the final test is obtained, almost all teachers around 98.97% of teachers can answer and score above KKM. The result of community service is increasing the insight of high school teacher N 2 Plus Sipirok on the preparation of PTK (classroom action research).Keywords: Classroom action Research, teacher, proposal.
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Soesatyo, Yoyok, Ady Soejoto, Bambang Suratman, Waspodo Tjipto Subroto, Harti Harti, and Luqman Hakim. "Efektifitas Pemanfaatan Kemampuan Guru Ekonomi Kota Surabaya dalam Menulis Proposal Penelitian Tindakan Kelas." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 2, no. 1 (July 10, 2018): 1–11. http://dx.doi.org/10.21009/jpmm.002.1.01.

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Training Objectives in Community Service is to (1) provide teachers understanding about TOD; (2) provide mentoring of Classroom Action Research proposal formulation; (3) provide teacher assistance on study of Classroom Action Research proposal made by teacher. Subject in this Community Service is SMP teacher who are incorporated in the Economic Teacher in Surabaya. The object of this Community Service is training preparation of Classroom Action Research proposal. Community Service implementation method is broadly divided into 2 activities, namely training of Classroom Action Research proposal preparation with varied lecture method and Practice preparation of Classroom Action Research proposal with simulation and presentation method. The results obtained in Community Service are quite effective (1) participants have enthusiasm in listening to material explanation as much as 92%; (2) Participants who attended Classroom Action Research Proposal Writing Training from start to end of training as much as 98%; (3) Participants who are able to Practice Classroom Action Research Proposal Writing in accordance with the available time of 85%; (4) Participants who have interest in doing Classroom Action Research when in school as much as 100%. Keywords:Classroom Action Research, Training.
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Zainul, Rahadian, Budhi Oktavia, Edi Nasra, Visca Alisia Arianti, Putri Fatimah, Yulia Mona Liza, and Trihanto Setiadi. "Development Study and Effectiveness of Online Data Based Scientific Writing Model Using Endnote Application for MGMP Chemistry Teachers Padang Panjang City." Pelita Eksakta 2, no. 2 (November 30, 2019): 84. http://dx.doi.org/10.24036/pelitaeksakta/vol2-iss2/43.

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In writing scientific work, a work system is needed online (online) so that the search process is fast and accurate. The online data-based writing model with endnote application is an alternative model of scientific writing that can be applied to school teacher teachers and lecturers. The purpose of this study was to develop a model of scientific writing and measure the effectiveness of its application to MGMP Chemistry teachers in Padang Panjang City. The method used is the development of the ADDIE model and the success test with CV (Coefficient of Variations). Implementation is carried out on all Chemistry teacher teachers who are members of the Padangpanjang City Chemical MGMP. Each teacher will receive training and assistance in creating an Online Library as a database. The training continued with the application of the preparation of scientific works based on student learning outcomes data in each school. From the results of the study, it was found that the level of ease in literacy and compilation of scientific work reached 70% SS and 30% S. The level of interest of Master in compiling scientific work with Endnote reached 30%. SS san 70% S. The desire of participants to start compiling scientific work reaches 20% US, 60% S and 20% SS. The training effectiveness test found that the coefficient of variation had decreased from 2.75% to 1.63%, so it could be concluded that the model for the preparation of scientific work was successfully applied to the Teachers of the Padangpanjang Chemical MGMP.
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Miles, Katharine Pace, Leslie Craigo, and Selenid Gonzalez-Frey. "Investigating Writing Performance and Institutional Supports Among Teacher Candidates Who Transferred from Community Colleges." Higher Learning Research Communications 8, no. 2 (December 26, 2018): 35–54. http://dx.doi.org/10.18870/hlrc.v8i2.427.

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To provide a snapshot of the skills of community college students as compared to senior college students, this study investigated writing performance and college experience of initial two-year enrolled (community college transfer students, n = 17) versus initial four-year enrolled students (n = 12) in a teacher preparation program. Results of independent samples t-tests on in-class writing, research paper, and final score were non-significant (p =.28, p = .54, p = .15, respectively) indicating that two-year and four-year start teacher candidates did not differ in their performance on these assignments nor overall in the course. Qualitative data indicated that while both two- and four-year start teacher candidates had a positive writing identity during their first two years of college, the personal support that two-year starts had may be what enabled them to succeed and have a positive writing identity once they transferred to a four-year college. Implications regarding how to coordinate supports for transfer student teacher candidates will be discussed, as this is the very population of diverse students needed as PreK-12 teachers.
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Myers, Joy, Roya Q. Scales, Dana L. Grisham, Thomas DeVere Wolsey, Sherry Dismuke, Linda Smetana, Karen Kreider Yoder, Chinwe Ikpeze, Kathy Ganske, and Susan Martin. "What About Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs." Literacy Research and Instruction 55, no. 4 (June 30, 2016): 309–30. http://dx.doi.org/10.1080/19388071.2016.1198442.

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Sumarsilah, Siti, Susandi Susandi, and Anita Kurnia Rachman. "Pelatihan Dan Pendampingan Penulisan Artikel Ilmiah Hasil Penelitian Bermuatan Pendidikan Karakter Bagi Guru Mi Se-K3MI Kecamatan Kedungkandang 1 Kota Malang." PAMBUDI 3, no. 1 (August 31, 2019): 38–44. http://dx.doi.org/10.33503/pambudi.v3i1.511.

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Teachers have the obligation to write articles as a form of creativity and achievement. Writing articles better in accordance with the field of science they have. Referring to the problem of the difficulty of writing scientific articles in the Teacher Working Group in K3-MI in Kedungkandang District 1, namely the teacher has not been able to choose themes, frameworks, write paragraphs, and determine theories in writing articles. Solutions offered, namely the teacher writes articles according to interests. Before writing articles it's better to write an article framework. Paragraph compilation which is cohesion and coherence. Theory for strengthening ideas and ideas. The method used aims to produce skills in writing articles. This stage includes discussion of work plans, training activities include the provision of theoretical and practical material, with a composition of 30% theory and 70% practice. Article writing activities are carried out with guidance. Program evaluation and monitoring to provide solutions to problems. Skill improvement for participants is in accordance with experiential learning theory. The trainees who are increasingly active in the training activities, the more knowledge they have because the more information they get. The conclusion of this activity is that teachers are better off writing articles according to their interests. Before writing an article it would be better to write a framework. Good writing is generated from the preparation of paragraphs that are cohesion and coherence. Theory is needed to strengthen ideas and ideas in writing.
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Dissertations / Theses on the topic "Writing teacher preparation"

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Lankford, Angela Celestine. "Learning to "Teacher Think": Using English Education as a Model for Writing Teacher Preparation in the Composition Practicum." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3849.

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This study explores the impact of "teacher thinking" exercises in the Composition Practicum as a means of instilling a clearer sense of professional development in graduate instructors. Teacher thinking is a teacher training method that asks the novice instructor to see from the perspective of learners within their writing classrooms. Scholarship on writing teacher preparation programs suggests that English educators regularly employ teacher thinking exercises in the training of secondary school teachers. Teacher thinking has allowed many English education majors to conceptualize and obtain teaching identities by helping them to envision the intricate layers of teaching earlier in their careers. But can teacher thinking exercises have the same effect on graduate instructors in the Composition Practicum? Using the two main writing teacher preparation courses at Brigham Young University (BYU) for graduate instructors and English education majors, English 610 and English 423, I analyze the evidence of teacher thinking in each program and address the possible implications these findings could hold for the Composition Practicum course. Through my comparison of these courses, I determine if conversations between English educators and the Composition Practicum could be beneficial in helping graduate instructors to grow professionally as teachers as they learn to think like teachers in the Composition Practicum. I examine, analyze, and compare syllabi, surveys, and interview response from graduate instructors, English education majors, and the teachers of both courses to identify the types of teaching thinking students are exposed to in each course. Structuring my discussion around the teacher thinking theories of teacher educators, Forrest Parkay and Beverly Stanford, George Hillocks, and Alicia Crowe and Amanda Berry, I identify three types of knowledge that graduate instructors and English education majors gained or lacked in each program. These three types of knowledge are knowledge of self, knowledge of students, and knowledge of educational theory. Through this discussion, I explore what it means to think like a composition teacher and how learning to "teacher think" may help graduate instructors, nationally, to understand what it means to "simply be a composition teacher".
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Swineford, Dolores Ann. "HOW NOVICE TEACHERS DESCRIBE THEIR PREPARATION TO BE WRITING TEACHERS: A MIXED METHODS STUDY." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595344483308093.

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Bell, Katrina. "TEACHER, TUTOR, SCHOLAR, ADMINISTRATOR: PREPARATION FOR AND PERCEPTIONS OF GRADUATE WRITING CENTER WORK." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1620.

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This research uses a mixed methods approach to explore the both the preparation for and perceptions of graduate consultant writing center work. A review of literature shows a gap in both the knowledge surrounding graduate writing consultant education and the long-term outcomes or transfer of writing center training and work to post-graduate careers. The survey instruments in this study draw from two established studies, the Peer Writing Tutor Alumni Research Project and the National Census of Writing, while a request for curricular artifacts draws on case study research conducted by Jackson et al. Findings indicate that graduate consultants are being prepared for their work in writing centers, but that directors are not intentionally including discussions of how that work may transfer into academic careers, particularly those in writing center leadership. Despite this, current and alumni graduate consults report both immediate and long-term transfer of writing center experiences, skills, and knowledge into their occupations. The transfer of learning is perceived as being most profound for those who have remained in the academy as either professors or administrators. This research has implications for graduate students, directors, and institutions, and I conclude with an analysis of how directors can be more intentional in their work with graduate consultants in order to better prepare a new generation of writing center administrators who are aware of the academic, political, and scholarly opportunities that are possible through writing center careers.
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Blackstone, Jordan Y. "Ready or Not: Addressing the Preparation Gap Between High School and College-Level Writers." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1403790235.

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Braithwaite, Virginia Ann. "The Impact of University Writing Curriculum on Preservice Teachers' Praxis I Scores." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6976.

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Until 2014, admission requirements for the educator preparation program at a university in the north central United States included a minimum competency level on the Praxis I basic skills writing test and completion of one general education writing course. However, evidence from the university's ETS reports showed that less than 60% of students as first-time test-takers met the required score. The purpose of this study was to assess the effectiveness of the required writing course in assisting students to meet the Praxis I writing competencies. In 2014, the ETS Core Academic Skills for Educators test replaced the Praxis I. Because only 3 years of accumulated data on 88 examinees were available for the new test, the Praxis I writing test was used for this study. The learning theories of Albert Bandura, Jerome Bruner, John Dewey, and Lev Vygotsky guided the study. Utilization-focused program evaluation was used to investigate the problem. Data collected in this study were 5 faculty interviews, 2 student focus groups, and archival institutional data and national student engagement survey data. Data analysis was completed using curricular mapping and Atlas.ti 7 software. Findings indicated that the general education writing course did not provide students with the skills needed to meet minimum competency on Praxis I writing test. The study project, a curriculum plan for an education course, was developed to address test preparation and students' writing competency. The positive social change implications of this project are to increase the number of successful first-time test-takers on the writing test and to initiate collaborative discussions that would drive partnerships regarding the development of smooth transitions of writing expectations across K-16 institutions.
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Moreland, Kelly A. "Rhetorical Embodied Performance in/as Writing Instruction: Practicing Identity and Lived Experience in TA Education." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1555331063154356.

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Cover, Jennifer. "Disciplinary Participation and Genre Acquisition of Graduate Teaching Assistants in Composition." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/77374.

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This project focuses on the way that new graduate teaching assistants (GTAs) in English develop both their professional identity as teachers and their view of Composition as a field. Drawing on social theories of disciplines (Prior, 1998; Hyland, 2004; Carter, 2007), disciplinary enculturation (Hasrati, 2005; Bazerman and Prior, 2005; Thaiss and Zawacki, 2006), and legitimate peripheral participation (Lave and Wenger, 1991; Wenger 1998), this dissertation examines the transition that composition GTAs undergo during their first year of graduate school. Many of these GTAs move from little or no knowledge of Composition as a discipline to teaching their own writing courses. I focus on GTAs from MA and MFA programs at a large research university in their first year of teaching composition. Using multiple types of data, including in-depth interviews, observations of practicum and mentoring sessions, and teaching genres written by the GTAs, I construct a narrative that shows the role that teaching composition plays in the overall identity construction of graduate students as professionals. This wide data set has allowed me to see the various ways (and various genres) in which Composition is constructed in the lives of new GTAs. Teacher preparation programs offer a variety of assistance, including experience shadowing current teachers, practicum courses and individual or group mentoring. I study the ways these activities help GTAs in one first-year writing program move toward a fuller understanding of and participation in Composition, and how these experiences relate to the overall graduate student experience. Each of these experiences helps move GTAs toward participation as composition teachers. However, the degree to which these GTAs participate in Composition as a discipline has to do with their relationships with mentors and the connections they make between the multiple communities of practice that they must continually navigate.
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"Writing Together A Study of Secondary ELA Preservice Teachers Participating in Peer Writing Communities." Doctoral diss., 2019. http://hdl.handle.net/2286/R.I.53602.

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abstract: This mixed methods study explores the work of five small writing communities formed within a university-based preservice English language arts writing methods course. Fifteen preservice English language arts teachers took part in the study and participated across five peer writing groups. The study shares the instructional design of the course as well as the writing activities and practices that took place within the groups over the course of one 15-week semester. The study draws on Wenger’s (1998, 2009) theory of communities of practice as well as activity theory (Engeström,1999, 2001; Russell, 1997) to understand the social supports, practices, and learning activities that assisted these preservice teachers as writers and as teachers of writing. The qualitative data included writing surveys, writing samples, and participant interviews as well as pre and post writing self-efficacy surveys as quantitative data. This study documents the affordances and constraints of peer writing groups in methods courses for preservice English language arts teachers and how these groups may influence their identities and practices as writers and as teachers of writing. These findings provide insight into ways we might strengthen the preparation of English language arts preservice teachers as teachers of writing and build communities of practice within preservice training courses and programs.
Dissertation/Thesis
Doctoral Dissertation English 2019
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Books on the topic "Writing teacher preparation"

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Seloni, Lisya, and Sarah Henderson Lee. Second Language Writing Instruction in Global Contexts: English Language Teacher Preparation and Development. Multilingual Matters, 2019.

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Seloni, Lisya, and Sarah Henderson Lee. Second Language Writing Instruction in Global Contexts: English Language Teacher Preparation and Development. Multilingual Matters, 2019.

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Keaton, Jackson Karen, and Vavra Sandra, eds. Closing the gap: English educators address the tensions between teacher preparation and teaching writing in secondary schools. Charlotte, NC: IAP, 2007.

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(Editor), Karen Keaton Jackson, and Sandra Vavra (Editor), eds. Closing the Gap: English Educators Address the Tensions Between Teacher Preparation and Teaching Writing in Secondary Schools (HC) (Literacy, Language & Learning). Information Age Publishing, 2007.

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(Editor), Karen Keaton Jackson, and Sandra Vavra (Editor), eds. Closing the Gap: English Educators Address the Tensions Between Teacher Preparation and Teaching Writing in Secondary Schools (PB) (Literacy, Language and Learning). Information Age Publishing, 2007.

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Conway, Colleen, Kristen Pellegrino, Ann Marie Stanley, and Chad West, eds. The Oxford Handbook of Preservice Music Teacher Education in the United States. Oxford University Press, 2019. http://dx.doi.org/10.1093/oxfordhb/9780190671402.001.0001.

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The Oxford Handbook of Preservice Music Teacher Education in the United States aims to work from within the profession of music teacher education to push the boundaries of P-12 music education. In this book, we will provide all of those working in music teacher education—music education faculty and administrators, music researchers, graduate students, department of education faculty and administrators, and state-level certification agencies—with research and promising practices for all areas of traditional preservice music teacher preparation. We define the areas of music teacher education as encompassing the more traditional structures, such as band, jazz band, marching band, orchestra, choir, musical theater, and elementary and secondary general music, as well as less common or newer areas: alternative string ensembles, guitar and song-writing, vernacular and popular music, early childhood music, and adult learners
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TAAS Writing Test Preparation and Practice : Language Arts, Grade 5 Teacher's Edition. McGraw-Hill, 1995.

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Florida FCAT Test Preparation Workbook: Teacher's Edition: Writing and Grammar Communication in Action. Prentice Hall, 2001.

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1966-, DenBeste-Barnett Michelle D., ed. The Best teachers' test preparation for the CSET multiple subjects plus writing skills with REA's TESTware on CD-ROM. 2nd ed. Piscataway, NJ: Research & Education Association, 2008.

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Touchon, Justin C. Applied Statistics with R. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198869979.001.0001.

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Whether at the undergraduate, graduate, or post-graduate level, Applied Statistics with R: A Practical Guide for the Life Sciences teaches readers to properly analyze data in an efficient, accessible, plainspoken, frank, and occasionally humorous manner. Readers will come away with the knowledge of which analyses they should use and when they should use them, an important skill in an age when the statistical analyses used in the life-sciences are becoming increasingly advanced. This book uses the statistical language R, which is the choice of ecologists worldwide and is rapidly becoming the ‘go-to’ stats program throughout the life-sciences. Written around a single real-world dataset, Applied Statistics with R which encourages readers to become deeply familiar with an imperfect but realistic set of data, much like they themselves might collect. Early chapters are designed to teach basic data manipulation skills and build good habits in preparation for learning more advanced analyses. This approach also demonstrates the importance of viewing data through different lenses, facilitating an easy and natural progression from linear and generalized linear models through to mixed effects versions of those same analyses. Readers will also learn advanced plotting and data-wrangling techniques, and gain an introduction to writing their own functions. Applied Statistics with R is suitable for senior undergraduate and graduate students, professional researchers, and practitioners throughout the life-sciences, whether in the fields of ecology, evolution, environmental studies, or computational biology.
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Book chapters on the topic "Writing teacher preparation"

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McCarthey, Sarah J. "5. Teacher Preparation for Writing Instruction in Singapore." In Second Language Writing Instruction in Global Contexts, edited by Lisya Seloni and Sarah Henderson Lee, 91–110. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925877-009.

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Larsen, Ditlev. "Pre-service Teacher Preparation for L2 Writing: Perspectives of In-service Elementary ESL Teachers." In Second Language Writing in Elementary Classrooms, 172–90. London: Palgrave Macmillan UK, 2016. http://dx.doi.org/10.1057/9781137530981_10.

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Saenkhum, Tanita. "6. English Writing Instruction and Teacher Preparation in Thailand: Perspectives from the Primary and Secondary Schools." In Second Language Writing Instruction in Global Contexts, edited by Lisya Seloni and Sarah Henderson Lee, 111–30. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925877-010.

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Ünaldı, Aylin Ü., Lisya Seloni, Şebnem Yalçın, and Nur Yiğitoğlu Aptoula. "9. The Role of Writing in an English as a Foreign Language Teacher Preparation Program in Turkey: Institutional Demands, Pedagogical Practices and Student Needs." In Second Language Writing Instruction in Global Contexts, edited by Lisya Seloni and Sarah Henderson Lee, 173–94. Bristol, Blue Ridge Summit: Multilingual Matters, 2019. http://dx.doi.org/10.21832/9781788925877-013.

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Woodard, Rebecca, and Kristine M. Schutz. "The Disruptive Potential of Critical Writing Pedagogies in Elementary Literacy Methods Courses." In Integrating Social Justice Education in Teacher Preparation Programs, 29–55. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5098-4.ch002.

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This chapter shares three portraits of practice from the authors' implementation of a critical writing pedagogy in an elementary ELA methods course. Critical writing pedagogies that acknowledge writing as a sociopolitical act, consider power relations and broad social forces, and position youth as social agents are uncommon in both k-12 and teacher education contexts. In sharing rich descriptions of a theoretically-driven literacy methods courses, the chapter explores how pre-service teachers engaged with and responded to three specific aspects of the course: the course launch, the use of critical reading to support writing, and a critical writing workshop. The authors discuss the tensions they experienced in their attempts towards multiple kinds of disruption and conclude with recommendations for future research.
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Grisham, Dana L., and Linda Smetana. "Multimodal Composition for Teacher Candidates." In Exploring Multimodal Composition and Digital Writing, 228–47. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4345-1.ch014.

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This chapter reports on a study conducted by two teacher educators in literacy instruction and provides examples of the ways teacher educators can “distribute” technology-rich writing instruction across their coursework. Using the TPACK model, 21 graduate students in a preservice course on curriculum planned, taught, and reflected on generative technology lessons with real students in real classrooms. Data collected included the lessons and reflections, ePoster presentations, and other writings by students on the topic. Findings indicate that graduate students chose a diverse array of technology tools, and planned carefully, matching tools with desired learning outcomes. Although graduate students initially felt “pushed” by the assignment, post lesson reflections showed positive changes in attitude and appreciation for the motivation and engagement of their K-12 students with the technology lessons. Graduate students also derived a more realistic picture of planning for instruction. Implications involve the necessity of supporting 21st century literacies in teacher preparation programs. Examples of lessons and tools used are included.
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"Focus on Pre-service Preparation for ESL Writing Instruction: Secondary Teacher Perspectives." In L2 Writing in Secondary Classrooms, 133–46. Routledge, 2013. http://dx.doi.org/10.4324/9780203082669-17.

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Tondreau, Amy, and Zachary T. Barnes. "Embedding Diverse Children's Literature Throughout a Teacher Preparation Program." In Advances in Early Childhood and K-12 Education, 501–24. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch025.

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This chapter explores the incorporation of diverse children's literature into a teacher preparation program, both in and beyond a required Literature for Children course. With the aim of cultivating positive reading identities for pre-service teachers, the authors focus on the process for implementing changes to build a culture of reading, so that pre-service teachers identify as life-long readers, and specifically readers who understand the importance of diverse texts. Changes to curriculum in writing, social studies, and special education methods courses are described, as is the creation of a college-wide book club. The goal of embedding children's literature in and across teacher preparation programs is for pre-service teachers to feel prepared to bring these texts into their own classrooms and to facilitate discussions on the topics that these texts raise with their students, administrative team, and parents. In order to do this, teacher educators need to provide ample opportunities for students to practice selecting, analyzing, and discussing diverse children's literature.
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Saunders, Jane M., and Minda Morren Lopez. "Literacy Teacher Preparation for Educational Justice Through Culturally Sustaining Pedagogies." In Integrating Social Justice Education in Teacher Preparation Programs, 56–75. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-5098-4.ch003.

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In this chapter, the authors describe their positions as social justice educators and provide concrete examples for engaging educators in reflection, discussion, and praxis in a required course for preservice teachers in literacy. They describe concrete steps they have taken to incorporate and model a culturally rich pedagogical practice. They both believe that a course that requires reading, writing, and thinking provides a rich backdrop for engaging with preservice teachers about cultural and linguistic diversity and for moving into spaces of working towards equity and justice in society by engaging in action. Given that they each require students to apply what they are learning in the creation of learning centers and final projects, the authors believe their models of practice and praxis along with conversations about the necessity of a social justice stance will manifest in quality work as students design reading and writing assignments of their own.
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Obel-Omia, Carolyn Haviland. "Developing Digital Literacy." In Advancing Next-Generation Teacher Education through Digital Tools and Applications, 103–18. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-0965-3.ch006.

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Teacher education programs are increasingly responsible for preparing teachers who use technology fluently across curricula. Future teachers must define literacy more broadly than they have in the past to include digital modes of reading and writing. Experience with digital tools in literacy methodology courses provides opportunities for teacher candidates to reflect critically on these tools, preparing teachers to use technology to its advantage in elementary school classrooms. This chapter describes four digital practices designed to engage teacher candidates in participating in and reflecting on authentic reading and writing to develop next-generation literacy teachers. These practices include examples of activities that can be adapted to both teacher preparation and elementary education classrooms.
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Conference papers on the topic "Writing teacher preparation"

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Lavoie, Natalie, and Émile Lebel. "A MOTOR INTERVENTION TO PREPARE LEARNING TO WRITE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end145.

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Writing is a complex activity that requires the automation of graphomotor skills. Unfortunately, 10 to 30% of primary school students have difficulty at this level, which impairs the development of writing skills. It therefore seems judicious to intervene in kindergarten to support motor precision as well as visuomotor capacities, considered as prerequisites for writing by many researchers. The purpose of this study was to investigate the effect of motor training on visuomotor integration, motor precision and handwriting performance (speed and readability) in 5-year-old children. According to a quasi-experimental design (pretest, post-test with control group), 34 children participated in an intervention in subgroups, twice a week for 6 weeks. The mean and standard deviation were calculated for each of the tasks performed. Statistical tests (t test) were then carried out. The results show that the children in the experimental group improved their motor precision as well as their graphomotor skills compared to those in the control group. This project provides new insights into the benefits of working on basic skills in preparation for learning to write and will equip teachers on how to guide and support graphomotor skills before entering first grade.
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Cenrikawaty, Yuni, Mukhaiyar Mukhaiyar, Anas Yasin, and Ngusman Abdul Manaf. "The english teachers’ management for the preparation in teaching and learning process of genre - based writing instruction in 2013 curriculum at senior high school in pesisir selatan regency." In International Conference on Education, Science and Technology. Jakarta: Redwhite Press, 2020. http://dx.doi.org/10.32698/tech3243.

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