Journal article
Constructs of Teaching Writing in Research About Literacy Teacher Education
Journal of literacy research, Vol.51(2), pp.196-213
06/01/2019
DOI: 10.1177/1086296X19833783
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.
Details
- Title: Subtitle
- Constructs of Teaching Writing in Research About Literacy Teacher Education
- Creators
- Randy Bomer - University of North TexasCharlotte L. Land - The University of Texas at AustinJessica Cira Rubin - The University of Texas at AustinLaura M. Van Dike - The University of Texas at Austin
- Resource Type
- Journal article
- Publication Details
- Journal of literacy research, Vol.51(2), pp.196-213
- DOI
- 10.1177/1086296X19833783
- ISSN
- 1086-296X
- eISSN
- 1554-8430
- Publisher
- Sage
- Number of pages
- 18
- Language
- English
- Date published
- 06/01/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984949218302771
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