Learning to Write and Writing to Learn: Insights from Teacher Candidates

Abstract

Abstract Teacher educators frequently express concerns regarding teacher candidates' writing knowledge, skills, and dispositions. Concerns include candidates' proficiencies for writing correctly and communicating effectively, teaching writing appropriately to preK-12 graders, integrating writing authentically across the curriculum, guiding preK-12 student writing supportively, and reflecting through writing both personally and professionally. Teacher educators recognize that writing is individualized, personal, complex, subjective, and extensive, with limited time and attention dedicated to learning to write or writing to learn throughout teacher education programs. Survey research conducted with teacher candidates reveals that they highly value writing and the writing process for themselves and, more so, for preK-12 graders. But many teacher candidates dislike writing and consider themselves to be poor writers, are unsure how to teach writing effectively or integrate writing meaningfully, and are unaware of the benefits that writing and reflecting contribute to learning and living. Teacher candidates' responses offer helpful suggestions for teacher educators.