Preservice teachers’ preparedness to teach writing: Looking closely at a semester of structured literacy tutoring

Authors

  • Hannah Carter Boise State University
  • Jadelyn Abbott Weber State University
  • Katherine Landau Wright Boise State University

DOI:

https://doi.org/10.17239/jowr-2022.14.01.03

Keywords:

Pedagogical Content Knowledge, PCK, Preservice teacher education, preservice teachers, PSTs, writing instruction

Abstract

Preparing preservice teachers (PSTs) as teachers of writing has gained attention in recent years, but little is known about their preparedness when engaging with student writers over extended periods. We examine PSTs’ preparedness to teach writing within a structured literacy tutoring experience to better understand the skills and knowledge of PSTs related to teaching writing. Results indicate PSTs contextualized writing instruction, considered clients’ affect around writing, and used data to inform writing lessons. PSTs were also grappling with specific pedagogical considerations related to writing instruction, offering implications for teacher educators and researchers.    

References

Almasi, J. F. (2003). Teaching strategic process in reading. The Guilford.

Arshan, N. L., Park, C. J., & Gallagher, H. A. (2018). Impacts on students of a short-cycle implementation of the National Writing Project’s College, Career, and Community Writers Program. SRI International.

Ball, D.L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it special? Journal of Teacher Education, 59(5), 389–407.

https://doi.org/10.1177/0022487108324554

Barnes, A. E., Zuilkowski, S. S., Mekonnen, D., & Ramos-Mattoussi, F. (2018). Improving teacher training in Ethiopia: Shifting the content and approach of pre-service teacher education. Teaching and Teacher Education, 70, 1-11. https://doi.org/10.1016/j.tate.2017.11.004

Bear. R.D., Invernizzi M., Templeton, S., & Johnston. R. F. (2016. Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction (6th ed.). Pearson.

Bickmore, D. L., Bickmore, S.T., Dowell, M. M. (2013). Initiating a writing revolution in your school. Principal Leadership, 13(5), 34-38.

Blikstad-Balas, M., Roe, A., & Klette, K. (2018). opportunities to write: An exploration of student writing during language arts lessons in Norwegian lower secondary classrooms. Written Communication, 35(2), 119–154. https://doi.org /10.1177/0741088317751123

Bomer, R., Land, C. L., Rubin, J. C., & Van Dike, L. M. (2019). Constructs of teaching writing in research about literacy teacher education. Journal of Literacy Research, 51(2), 196-213.http://dx.doi.org/10.1177/1086296X19833783

Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa

Brindle, M., Graham, S., Harris, K. R., & Hebert, M. (2016). Third and fourth grade teachers’ classroom practices in writing: A national survey. Reading and Writing, 29(5), 929-954.http://dx.doi.org/10.1007/s11145-015-9604-x

Brinkerhoff, R. O. (2003). The success case method: Find out quickly what’s working and what’s not. Berrett-Koehler.

Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the Common Core: Accelera–ting achievement. Heinemann.

Calkins, L. (2013). Units of study in opinion, information, and narrative writing. FirstHand.

Calkins, L. (2015). Writing Pathways: Performance assessments and learning progressions, Grades K–8. Heinemann.

Carter, H., & Townsend, D. R. (2022). A rationale for integrating writing into secondary content area classrooms: Perspectives from teachers who experience the benefits of integrating writing frequently. Journal of Writing Research, 13(3), 329–365.

https://doi.org/10.17239/jowr-2022.13.03.01

CAST. (2018). Universal Design for Learning Guidelines version 2.2. http://udlguidelines.cast.org

Clay, M. M. (2003). Child development. In J. Flood, D. Lapp, J. R. Squire, & J. M. Jensen (Eds.), Handbook of research on writing (pp. 46–52). Lawrence Erlbaum.

Colby, S. A., & Stapleton, J. N. (2006). Preservice teachers teach writing: Implications for teacher educators. Literacy Research and Instruction, 45(4), 353-376.

Coe, M., Hanita, M., Nishioka, V., & Smiley, R. (2011). An Investigation of the Impact of the 6+ 1 Trait Writing Model on Grade 5 Student Writing Achievement. Final Report. NCEE 2012-4010. National Center for Education Evaluation and Regional Assistance.

Collet, V. (2013). The gradual increase of responsibility model: Mentoring for improved intervention. In E. Orteib & E. H. Cheek (Eds.), Advanced literacy practices: From the clinic to the classroom (pp. 327-351). Psychology. http://dx.doi.org/10.1108/S2048-0458(2013)0000002019

Collier, S., Foley, B., Moguel, D., & Barnard, I. (2013). Write for your life: Developing digital literacies and writing pedagogy in teacher education. Contemporary Issues in Technology and Teacher Education, 13(3), 262-284.

Crabtree, B. & Miller, W. (1992). Doing qualitative research. Sage Publications. http://dx.doi.org/10.1097/00006199-199507000-00011

Cutler, L., & Graham, S. (2008). Primary grade writing instruction: A national survey. Journal of Educational Psychology, 100, 907 - 919. http://dx.doi.org/10.1037/a0012656

Dappen, L., Isernhagen, J., & Anderson, S. (2008). A statewide writing assessment model: Student proficiency and future implications. Assessing writing, 13(1), 45-60. http://dx.doi.org/10.1016/j.asw.2008.04.001

DeGraff, T. L., Schmidt, C. M., & Waddell, J. H. (2015). Field-based teacher education in literacy: preparing teachers in real classroom contexts. Teaching Education, 26(4), 366-382. https://doi.org/10.1080/10476210.2015.1034677

Dempsey, M. S., PytlikZillig, L. M., & Bruning, R. H. (2009). Helping preservice teachers learn to assess writing: Practice and feedback in a web-based environment. Assessing writing, 14(1), 38-61. http://dx.doi.org/10.1016/j.asw.2008.12.003

Dix, S. & Cawkwell, G. (2011). The influence of peer group response: Building a teacher and student expertise in the writing classroom. English Teaching: Practice and Critique, 10(4), 41-57.

Dunston, P. J. (2007). Instructional practices, struggling readers, and a university-based reading clinic. Journal of Adolescent & Adult Literacy, 50(5), 328–336.

http://dx.doi.org/10.1598/JAAL.50.5.1

Ferris, D. (2007). Preparing teachers to respond to student writing. Journal of Second Language Writing, 16(3), 165-193. http://dx.doi.org/10.1016/j.jslw.2007.07.003

Flores-Ferrés, M., van Weijen, D., & Rijlaarsdam, G. (2020). Teachers’ writing practices and contextual features in grades 7-12 of Chilean public schools. Journal of Writing Research, 12(2), 365-417. https://doi.org/10.17239/jowr-2020.12.02.03

Fry, S. W., & Griffin, S. (2010). Fourth graders as models for teachers: teaching and learning 6+ 1 trait writing as a collaborative experience. Literacy research and Instruction, 49(4), 283-298. http://dx.doi.org/10.1080/19388070903117955

Gadd, M., & Parr, J. M. (2017). Practices of effective writing teachers. Reading and Writing, 30(7), 1551-1574. https://doi.org /10.1007/s11145-017-9737-1

Gallavan, N. P., Bowles, F. A., & Young, C. T. (2007). Learning to write and writing to learn: Insights from teacher candidates. Action in Teacher Education, 29(2), 61-69. http://dx.doi.org/10.1080/01626620.2007.10463449

Gelfuso, A. (2017). Facilitating the development of preservice teachers' pedagogical content knowledge of literacy and agentic identities: Examining a teacher educator's intentional language choices during video-mediated reflection. Teaching and Teacher Education, 66, 33-46. http://dx.doi.org/10.1016/j.tate.2017.03.012

Gibson, S. A. (2007). Preservice teachers' knowledge of instructional scaffolding for writing instruction. Mid-Western Educational Researcher, 20(2) 9-15.

Gilbert, J., & Graham, S. (2010). Teaching writing to elementary students in grades 4–6: A national survey. The Elementary School Journal, 110(4), 494-518.

http://dx.doi.org/10.1086/651193

Graham, S., & Sandmel, K. (2011). The process writing approach: A meta-analysis. The Journal of Educational Research, 104(6), 396-407. http://dx.doi.org/10.1080/00220671.2010.488703

Griffith, R., Bauml, M., & Barksdale, B. (2015) In-the-moment teaching decisions in primary grade reading: The role of context and teacher knowledge. Journal of Research in Childhood Education, 29(4), 444-457. http://dx.doi.org/10.1080/02568543.2015.1073202

Grisham, D. L., & Wolsey, T. D. (2011). Writing instruction for teacher candidates: Strengthening a weak curricular area. Literacy Research and Instruction, 50(4), 348-364. http://dx.doi.org/10.1080/19388071.2010.532581

Grossman, P. L., Valencia, S. W., Evans, K., Thompson, C., Martin, S., & Place, N. (2000). Transitions into teaching: Learning to teach writing in teacher education and beyond. Journal of Literacy Research, 32(4), 631-662. http://dx.doi.org/10.1080/10862960009548098

Grossman, P., Compton, C., Igra, D., Ronfeldt, M., Shahan, E., & Williamson, P. (2009). Teaching practice: A cross-professional perspective. Teachers College Record, 111(9), 2055-2100. https://doi.org/10.1177/016146810911100905

Hall, A. H. (2016). Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction. Journal of Early Childhood Teacher Education, 37(2), 142-156. http://dx.doi.org/10.1080/10901027.2016.1165761

Hawkins, L. K., Martin, N. M., & Cooper, J. (2019). Preparing elementary writing teachers: An inquiry-driven, field-based approach to instruction. Teaching/Writing: The Journal of Writing Teacher Education, 6(1), 132-160.

Hill, H. C., Ball, D. L., & Schilling, S. G. (2008). Unpacking pedagogical content knowledge: Conceptualizing and measuring teachers’ topic-specific knowledge of students. Journal for Research in Mathematics Education, 39, 372-400.

Hillocks, G. (2006). Middle and high school composition. In P. Smagorinsky (Ed.), Research on composition: Multiple perspectives on two decades of change (pp.48-77). Teachers College Press.

Hodges, T. S., Wright, K. L., & McTigue, E. (2019). What do middle grades preservice teachers

believe about writing and writing instruction?. RMLE Online, 42(2), 1-15. https://doi.org/10.1080/19404476.2019.1565508

Hoffman, J. V., Svrcek, N., Lammert, C., Daly-Lesch, A., Steinitz, E., Greeter, E., & DeJulio, S. (2019). A research review of literacy tutoring and mentoring in initial teacher preparation: Toward practices that can transform teaching. Journal of Literacy Research, 51(2), 233–251. http://dx.doi.org/10.1177/1086296X19833292

Hsiang, T. P., & Graham, S. (2016). Teaching writing in grades 4–6 in urban schools in the Greater China Region. Reading and Writing, 29(5), 869-902. http://dx.doi.org/10.1007/ s11145-015-9597-5

Hume, A. C. (2012). Primary connections: Simulating the classroom in initial teacher education. Research in Science Education, 42(3), 551–565. http://dx.doi.org/10.1007/s11165-011-9210-0

Jahin, J. H. (2012). The effect of peer reviewing on writing apprehension and essay writing ability of prospective EFL teachers. Australian Journal of Teacher Education, 37(11), 60-84. http://dx.doi.org/10.14221/ajte.2012v37n11.3

Kiuhara, S. A., Graham, S., & Hawken, L. S. (2009). Teaching writing to high school students: A national survey. Journal of Educational Psychology, 101(1), 136-160.

http://dx.doi.org/10.1037/a0013097

Leslie, L. & Caldwell, J. (2011). Qualitative Reading Inventory 5. Pearson/Allyn & Bacon.

Martin, S. D., & Dismuke, S. (2015). Teacher candidates' perceptions of their learning and engagement in a writing methods course. Teaching and Teacher Education, 46, 104-114. http://dx.doi.org/10.1016/j.tate.2014.11.002

McCarthey, S. J., & Mkhize, D. (2013). Teachers' orientations towards writing. Journal of Writing Research, 5(1)1-33. https://doi.org/10.17239/jowr-2013.05.01.1

McCutchen, D., Abbott, R. D., Green, L. B., Beretvas, S., Cox, S., Potter, N.S.,Quiroga, T. & Gray, A. L. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35, 69-86.

http://dx.doi.org/10.1177/002221940203500106

McGrath, K. & Erwin, R. (2015). University-based literacy center: Benefits for the college and the community. AILACTE Journal, 12(1), 93-117.

Merriam, S. B. (2009). Qualitative research: A guide to design and implementation (2nd ed.). Jossey-Bass.

Miles, M.B. & Huberman, A.M. (1994). Qualitative data analysis (2nd ed.). Sage Publications.

Morgan, D., & Pytash, K. (2014). Preparing preservice teachers to become teachers of writing: A 20-Year review of the research literature. English Education, 47(1), 6-37.

Morgan, D. N., Zimmerman, B. S., Kidder-Brown, M. K., & Dunn, K. (2011). From writing methods to student teaching: Vision development and the implementation of conceptual and practical tools by preservice teachers. 60th literacy research association yearbook, 100-112.

Morris, D. (1999). The role of clinical training in the teaching of reading. In D. Evensen & P. Mosenthal (Eds.), Advances in reading/language research: Reconsidering the role of the reading clinic in a new age of literacy (pp. 69-100). JAI Press.

Morrison, A. D., & Luttenegger, K. C. (2015). Measuring pedagogical content knowledge using multiple points of data. The Qualitative Report, 20(6), 804-816. https://doi.org/10.46743/2160-3715/2015.2155

Myers, J., Scales, R. Q., Grisham, D. L., Wolsey, T. D., Dismuke, S., Smetana, L., & Martin, S. (2016). A national exploratory study of writing instruction in teacher preparation programs. Literacy Research and Instruction, 55(4), 309-330. http://dx.doi.org/10.1080/19388071. 2016.1198442

National Commission on Writing In America’s Families, Schools, and Colleges. (2003). The neglected “R”: The need for writing revolution. The College Board. https://archive. nwp.org/cs/public/download/nwp_file/21478/the-neglected-r-college-board-nwp-report.pdf?x-r=pcfile_dNational Council of Teachers of English (NCTE). (2016). Professional knowledge for the teaching of writing. https://ncte.org/statement/teaching-writing/print/" https://ncte.org/statement/teaching-writing/print/

National Writing Project & Nagin, C. (2003). Because writing matters: Improving student writing in our schools (1st ed.). Jossey-Bass.

Nilssen, V., & Solheim, R. (2015). ‘I see what I see from the theory I have read.’ Student teachers learning through theory in practice. Journal of Education for Teaching, 41(4), 404–416. https://doi-org.libproxy.boisestate.edu/10.1080/02607476.2015.1080423

Norman, K. A., & Spencer, B. H. (2005). Our lives as writers: Examining preservice teachers' experiences and beliefs about the nature of writing and writing instruction. Teacher Education Quarterly, 32(1), 25-40.

Palinkas, L. A., Horwitz, S. M., Green, C. A., Wisdom, J. P., Duan, N., & Hoagwood, K. (2015). Purposeful sampling for qualitative data collection and analysis in mixed method implementation research. Administration and Policy in Mental Health, 42(5), 533–544. doi:10.1007/s10488-013-0528-y.

Patton, Michael Q. (2002) Qualitative research & evaluation methods (3rd ed.). Sage.

Parr, J. M., & Jesson, R. (2016). Mapping the landscape of writing instruction in New Zealand primary school classrooms. Reading and Writing: An Interdisciplinary Journal, 29(5), 981–1011. https://doi.org/10.1007/s11145-015-9589-5

Parr, J. M., & Timperley, H. S. (2010). Feedback to writing, assessment for teaching and learning and student progress. Assessing writing, 15(2), 68-85. http://dx.doi.org/ 10.1016/j.asw.2010.05.004

Paulick, J. H., Myers, J., Quinn, A., Couch, L., Dunkerly-Bean, J., Robbins, H. H., & Ward-Parsons, A. (2019). A window into practice: Examining elementary writing methods instruction. Teaching/Writing: The Journal of Writing Teacher Education, 6(1), 57-75.

Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8(3), 317-344. http://dx.doi.org/10.1016/0361-476X(83)90019-X

Pereira, Í. S. P. (2014). Writing and the situated construction of teachers’ cognition: portfolios as complex performative spaces. Language & Education: An International Journal, 28(6), 521–538. https://doi.org/10.1080/09500782.2014.908904

Piazza, C. L., & Siebert, C. F. (2008). Development and validation of a writing dispositions scale for elementary and middle school students. The Journal of Educational Research, 101(5), 275–285. http://dx.doi.org/10.3200/JOER.101.5.275-286

Resenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Education, 12-39.

Roberts, J., Nardone, C. F., & Bridges, B. (2017). Examining differences in student writing proficiency as a function of student race and gender. Research & Practice in Assessment, 12, 59-68.

Roser, N., Hoffman, J., Wetzel, M., Price-Dennis, D., Peterson, K., & Chamberlain, K. (2014). Pull up a chair and listen to them write: Preservice teachers learn from beginning writers. Journal of Early Childhood Teacher Education, 35(2), 150-167.

http://dx.doi.org/10.1080/10901027.2014.905807

Saldana, J. (2009). The coding manual for qualitative research. Sage.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-22.

Smagorinsky, P., Wilson, A. A., & Moore, C. (2011). Teaching grammar and writing: A beginning teacher's dilemma. English Education, 43(3), 262-292.

Smith, E. E. (2021). Challenges and opportunities when using the exemplar methodology to study outliers in education. International Journal of Research & Method in Education, 1-10. https://doi-org.libproxy.boisestate.edu/10.1080/1743727X.2021.2001644

Stake, R. (1995). The art of case study research. Sage.

Street, C. (2003). Preservice teachers’ attitudes about writing and learning to teach writing. Teacher Education Quarterly, 30(3), 33-50.

Troia, G. A., & Graham, S. (2016). Common core writing and language standards and aligned state assessments: A national survey of teacher beliefs and attitudes. Reading and Writing, 29(9), 1719-1743. http://dx.doi.org/10.1007/s11145-016-9650-z

Troia, G., Lin, S., Cohen, S., & Monroe, B. (2011). A year in the writer’s workshop: Linking writing instruction practices and teachers epistemologies and beliefs about writing instruction. The Elementary School Journal, 112(1), 155-182.

http://dx.doi.org/10.1086/660688

Yin, R. K. (2014). Case study research: Design and methods (applied social research methods). Sage publications. http://dx.doi.org/10.4135/9781473915480.n38

Wright, K. L. & Massey, S. (2019). Clinical literacy experiences: Influencing pre-service teachers’ self-efficacy and beliefs. In A. Babino, N. Cossa, J. J. Araujo, & R. D. Johnson (Eds.), Educating for a Just Society: The 41st Association of Literacy Educators and Researchers Yearbook (pp. 193-210). Association of Literacy Educators and Researchers.

Zimmerman, B. S., Morgan, D. N., & Kidder-Brown, M. K. (2014). The use of conceptual and pedagogical tools as mediators of preservice teachers’ perceptions of self as writers and future teachers of writing. Action in Teacher Education, 36(2), 141-156. http://dx.doi.org/10.1080/01626620.2014.898598

Published

2022-05-26

How to Cite

Carter, H., Abbott, J., & Wright, K. L. (2022). Preservice teachers’ preparedness to teach writing: Looking closely at a semester of structured literacy tutoring. Journal of Writing Research, 14(1), 77–111. https://doi.org/10.17239/jowr-2022.14.01.03

Issue

Section

Articles