Teacher Education Matters: Observing How Writing Is Taught in Teacher Preparation Courses

• In Event: Classroom Observation Protocols in Multiple Learning Settings

Abstract

If writing 30-minutes per day is the requirement in public schools, it follows logically that teacher educators should model this practice in teacher preparation. We sought to explore what is occurring in teacher preparation programs, related to writing instruction. Grounded in a sociocognitive lens, we focus on how teacher educators serve as models of effective writing instruction. We conducted systematic classroom observations of writing-intensive and general education courses in teacher education. The results of the classroom observations indicate that writing is occurring slightly more in writing-intensive courses than general education courses; however, writing is rarely happening to a degree that would reveal statistically significant differences.

Authors

• Tracey S. Hodges, University of Alabama

• Sharon Diane Matthews, Texas A&M University - College Station

• Katherine Landau Wright, Boise State University

• Erin M. McTigue, Texas A&M University