Comparing Teacher Candidates’ Instruction During Simulated Writing Conferences Across Literacy and Writing Methods Courses

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  In Roundtable Session: Teacher Learning Toward Remedy, Repair, and Equity in Literacy Instruction (Table 2)

Abstract

Although reading methods courses are staples of U.S. teacher preparation programs, writing-specific methods courses are less common. Because teachers often report feeling underprepared to teach writing, we sought to explore how teacher candidates (TCs) in two different literacy course settings were able to apply their learnings about writing instruction. Using data collected from a literacy and a writing method course across two years, we coded and analyzed the instructional moves of TCs (N= 35) while they conducted simulated writing conferences with student avatars using Mursion simulation technology. Results indicated that frequencies across instructional move codes differed between the two course types. The limitations of these results are discussed, as well as potential implications for teacher preparation programs.

Authors

• Murphy Young, University of Iowa

• Amy Gillespie Rouse, University of Queensland

• Diane Baty Gifford, Southern Methodist University