This study explores how writing instruction is taught to pre-service teachers across the US. Despite growing writing demands in K-12 classrooms, our national survey of literacy teacher educators revealed that colleges and universities rarely offer stand-alone writing instruction courses. Instead instructors are responsible for embedding writing instruction into their reading courses. Equally concerning, our data revealed a lack of confidence among many teacher educators regarding teaching writing. This study highlights the need for greater attention to writing in teacher education and adds to the conversation of why these issues continue to plague higher education.
This is an author-produced, peer-reviewed version of this article. The final, definitive version of this document can be found online at Literacy Research and Instruction, published by Routledge. Copyright restrictions may apply. doi: 10.1080/19388071.2016.1198442
Dismuke, Sherry and Martin, Susan. (2016). "What about Writing?: A National Study of Writing Instruction in Teacher Preparation Programs". Literacy Research and Instruction, 55(4), 309-330.
Curriculum and Instruction Commons, Teacher Education and Professional Development Commons
The published title is “What About Writing? A National Exploratory Study of Writing Instruction in Teacher Preparation Programs”.