Examining closely a semester of structured literacy tutoring can help preservice teachers become more prepared to teach writing

Abstract

In recent years, there has been an increased focus on preparing preservice teachers (PSTs) as writing instructors; nevertheless, very little is known about how well they are prepared to engage with student writers over an extended period of time. In order to have a better understanding of the abilities and knowledge that PSTs have about teaching writing, we investigate how well equipped PSTs are to teach writing within the context of an organised literacy tutoring experience. Based on the findings, it appears that PSTs contextualised writing instruction examined clients' effects surrounding writing and used data to inform writing sessions. In addition, PSTs were also struggling with unique pedagogical problems linked to writing instruction, which offered consequences for researchers and educators in the field of education.