Teacher training for effective writing instruction: Recent trends and future directions

Abstract

This paper presents a critical review on writing teacher training research and a reflection of best current practices and desirable directions for future writing teacher training. I argue that, currently, the focus has been placed on preparing writing teachers to teach aspects like vocabulary and grammar of academic prose, genre, written corrective feedback, and writing assessment. Such studies tend to emphasize on the written outputs, and ignore the writing teachers’ attitude to teaching, their educator identity, and their professional development as writing teachers. I conclude by suggesting opportunities that await these writing teacher training research programs in the future.