What Am I Supposed to Teach? Case Studies of Novice Teachers’ Writing Knowledge

• In Event: Poster Session 2
  In Poster Session: Analyzing In-Service and Preservice Teachers’ Knowledge, Identities, and Agency

Abstract

We know that writing instruction is a challenge for many elementary teachers, but we need a better understanding of what makes it so challenging and how we can help. This longitudinal, comparative case study of two elementary teacher education programs and nine graduates examines factors influencing the quality of beginning teachers’ writing instruction. Findings indicate that many graduates began their careers with tenuous writing knowledge. They had misconceptions of the writing process and minimal knowledge of common school genres and writing techniques. In contrast, one graduate with a writing background successfully applied her knowledge to teaching. In all cases, teachers’ content knowledge mediated both what and how they taught. Implications for preparation and induction are discussed.

Author

• Heather Tiffany Hebard, University of Washington - Seattle