Writing Practice at the Intersection of Academic and Professional Literacies: Case Studies of Two Preservice Teachers

• In Event: Millennium Hotel Roundtable Session 9
  In Roundtable Session: Teaching Writers, Teaching Writing: Studying Writing Teachers’ Development

Abstract

This study examined the two international pre-service teachers’ experiences of writing in a U.S. teacher preparation program, by asking (1) how the international pre-service teachers experience writing in academic and internship context and (2) what their professional trajectories are in relation to writing practices. They considered writing as “skills” development, interpersonal and social relations, and negotiation of academic and professional identities. International pre-service teachers invest in learning second language writing practice and position themselves as a prospective teacher. The study concludes with a call for institutional support for pre-service teachers’ writing practice as shared responsibilities and raises the potential of teacher education curricula for explicitly including writing practice that operates at the intersection of academic and professional literacies.

Author

• Jihea (Kang) Maddamsetti, Michigan State University