Abstract
This chapter describes an iterative process using writing workshops to develop preservice early childhood and elementary teachers' (1) writing pedagogy, (2) pedagogical content knowledge for teaching writing, and (3) an equity-oriented mindset. Across two teacher education literacy courses, preservice teachers engaged in writing in their discipline, specifically learning the language, tone, and content to communicate to students' caregivers on unit introductions or progress reports regarding academic performance, curricular decisions, and motivation. Analysis of preservice teachers' submissions revealed developing abilities to use an equity-oriented mindset when writing to caregivers, to apply previously learned writing skills to new content, to develop meta-awareness of their own writing experiences and process, and to communicate effectively for a less-familiar audience. The chapter concluded with suggestions for teacher educators.
TopResearch Foundations
The rationale undergirding these “writing in the discipline” assignments will be described, namely (1) research describing writers’ influences, cognitive processes, and genre knowledge development; (2) research supporting teachers in their development of PCK; (3) research defining evidence-based writing pedagogy; and (4) research exploring equitable education and developing an equity-oriented mindset in educators.
Key Terms in this Chapter
Genre Knowledge: A writer’s knowledge of how the content, form, and audience of a piece determines its characteristics and how those characteristics change and adapt.
Writing Pedagogy: The methods, curricula, and practices a teacher uses to teach writing.
Writing in the Discipline: Knowledge of how writing by a discipline’s experts (e.g., historians) to other members of their field changes in form, content, or tone.
Knowledge Transformation: A writer’s ability to intentionally problem solve and adapt a piece based on sophisticated content knowledge and/or genre knowledge (e.g., awareness of what background information an audience may not know).
Culturally Responsive Teaching: Pedagogy and curricula that seeks to respect, complement, and amplify learners’ cultural and racial backgrounds.
Equitable Education: Addressing systemic educational challenges for marginalized communities by providing differentiation of curricula, instruction, or resources based on a learner’s learning opportunities that allow all learners to attain the highest levels of achievement.
Pedagogical Content Knowledge: Teachers’ ability to adapt content knowledge to accessibly teach concepts based on a knowledge of the curriculum, learners’ needs, and other factors that may impact learning.
Equity-Oriented Mindsets: A conscious perspective that deliberately accounts for differences in learners’ backgrounds and opportunities and the oppressive systems that lead to these differences and intentionally addresses these variances through differentiation.
Writing Workshop: A pedagogical routine that uses cycles of modeling, independent writing, and peer collaboration to support and scaffold each writer’s unique use of strategies and approach.