Navigating the Neglected R: Revisiting Writing Instruction in a Teacher Preparation Context

• In Event: 16.040 - Teachers Writing: Developing Norms That Support Reflexivity and Practice

Abstract

Writing, the oft-neglected ‘R’ in literacy instruction, provides instructional challenges for teacher candidates, one of which is the lack of a consistent writing practice. The absence of daily, weekly, or monthly writing engagement prevents teachers from practicing the skills they teach their students. Without the opportunity to adequately prepare for teaching writing, some teachers are reluctant to do so. Add the unceasing focus on high-stakes testing in reading instruction, and the time spent on writing instruction in the classroom is further diminished. This paper investigates the writing practices of teacher candidates seeking certification in elementary education, in order to understand how teacher preparation programs can further support candidates’ development of a writing practice, both in and out of the classroom.

Author

• Kiersten Greene, SUNY - College at New Paltz