Constructs of Teaching Writing in Research About Literacy Teacher Education

Randy Bomer, Charlotte L. Land, Jessica Cira Rubin, Laura M. Van Dike

Research output: Contribution to journalReview article

Abstract

This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

Original languageEnglish (US)
JournalJournal of Literacy Research
DOIs
StateAccepted/In press - Jan 1 2019

Fingerprint

literacy
Teaching
teacher
education
discourse
Teaching of Writing
Teacher Education
Literacy
teaching practice
transparency
empirical research
writer
Discourse
experience

All Science Journal Classification (ASJC) codes

  • Education
  • Language and Linguistics
  • Linguistics and Language

Cite this

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abstract = "This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.",
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Constructs of Teaching Writing in Research About Literacy Teacher Education. / Bomer, Randy; Land, Charlotte L.; Rubin, Jessica Cira; Van Dike, Laura M.

In: Journal of Literacy Research, 01.01.2019.

Research output: Contribution to journalReview article

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