"The 'Aha's' Only Come as You Teach It": Learning Through Teaching a Concurrent Enrollment Composition Course

• In Event: 25.030 - Pedagogical Practices in English Language Arts

Abstract

The call for K-12 schools to prepare all students for college and career is pressing, however, “the gap” between high school ELA and college writing persists. Concurrent Enrollment (CE) composition programs are one vehicle to bridge that gap. This paper, a qualitative case study, posits teaching a CE course as a powerful teacher learning opportunity and analyzes CE teachers’ learning and development in practice. Findings suggest that as focal teachers responded to uncertainty in their ability to plan instruction via collaboration, seeking out tools and resources, engaging in cycles of instruction and reflection, and responding to the needs of their students, they “constructed and reconstructed” the knowledge they needed to teach a CE course in their contexts.

Author

• Cornelia Anne Kirking, University of Washington