Allotted time for future teachers to spend in classrooms, gaining experience teaching (synonymous with field placement).
Published in Chapter:
Models of Effective Writing Methods in Teacher Preparation: Perspectives and Practice
Tracey S. Hodges (University of Alabama, USA), Sharon M. Pratt (Indiana University Northwest, USA), Leslie La Croix (George Mason University, USA), Sherry Dismuke (Boise State University, USA),
Carol A. Donovan (University of Alabama, USA),
Katherine Landau Wright (Boise State University, USA), and Susan D. Martin (Boise State University, USA)
Copyright: © 2022
|Pages: 21
DOI: 10.4018/978-1-7998-8725-6.ch012
Abstract
To shed some light on how writing methods are currently taught in a variety of programs across the United States and continue examining high-quality writing educators, the present chapter presents five distinct models for teacher preparation. These models are the result of meeting state-level standards; national standards through the International Literacy Association (ILA); and core competencies from research, theory, and practice. The course models represent the Pacific Northwest, Midwest, Southeast, and Northeast, showing diversity across the United States. Specifically in the present chapter, the researchers (1) present effective models of writing instruction; (2) provide examples of integrated approaches to research, theory, and practice for writing instruction; and (3) examine limitations and opportunities within each model. The goal of the present chapter is to outline these models in the hopes that other programs can modify and replicate the models that best fit their unique demographics, needs, and literacy standards.