Examining Preparation to Teach Writing in Hong Kong

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Division K Section 8 Roundtable (Table 14)

Abstract

Through interviews with participants in 2017 and 2022, the study highlights the practices of preparing preservice and inservice teachers to teach writing in Hong Kong. Findings suggest that while a focus on prewriting strategies was taking hold in some K-12 schools, there was limited devoted to instruction, providing feedback or revising texts. Multiple exam structures tended to undermine motivation to revise. Yet, participants expressed hope that more teachers were taking up process writing and formative assessment. The focus on 21st century skills including fluency with technology learned through the pandemic provided hopeful signs. An increase in students taking a critical stance suggested opportunities for changing writing practices.

Authors

• Sarah J. McCarthey, University of Illinois at Urbana-Champaign
  Presenting Author

• Jiadi Zhang, University of Missouri - St. Louis
  Non-Presenting Author