(DOWNLOAD) "Our Lives As Writers: Examining Preservice Teachers' Experiences and Beliefs About the Nature of Writing and Writing Instruction." by Teacher Education Quarterly # Book PDF Kindle ePub Free
eBook details
- Title: Our Lives As Writers: Examining Preservice Teachers' Experiences and Beliefs About the Nature of Writing and Writing Instruction.
- Author : Teacher Education Quarterly
- Release Date : January 01, 2005
- Genre: Education,Books,Professional & Technical,
- Pages : * pages
- Size : 228 KB
Description
The ability to communicate through writing is central to school success and is essential for successful participation in the workplace and in a democratic society. Yet the quality of student writing in the United States continues to be of concern to educators and policymakers. The latest results from the National Assessment of Education Progress (NEAP) report card on writing indicate that in 2002, only 23% of the nation's fourth graders and 31% of the nation's eighth graders scored as proficient in writing (National Center for Educational Statistics, 2002). In addition, a recent report from the National Commission on Writing in America's Schools and Colleges (2003) argues that school reforms have not given adequate attention to writing and recommends, for one, improvements in teacher education in writing across all disciplines. Despite such widespread concerns about writing proficiency, very few states require specific coursework in writing for teacher certification. In general, the emphasis in literacy instruction is on reading, with knowledge of writing pedagogy embedded within reading competency requirements for teachers. While research supports the integration of writing and reading (Wharton- McDonald, Pressley, & Hampston, 1998), there is a great disparity in competency expectations and coursework emphasis between reading and writing (National Writing Project & Nagin, 2003). Thus, although there is much research in writing and writing instruction, the information may not be being sufficiently disseminated to preservice teachers in their certification programs. In California where we teach, for example, the majority of preservice teachers complete their teacher training in a one-year, post baccalaureate program. While state certification standards and assessments for preservice teachers acknowledge the importance of writing in learning, the emphasis is placed on the knowledge that teachers need to be effective teachers of reading. Therefore, preservice teachers generally receive much more instruction in reading theory and practice than in writing.
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