Abstract
This article examines how secondary English teachers understand and implement writing pedagogy in their classrooms years after completing a writing methods course. Through reflective interviews and written responses from teachers in their fifth through seventh years of practice, we explore the tensions between pedagogical ideals learned in teacher preparation and the institutional pressures of contemporary schooling. Key themes include the influence of standardized testing on writing instruction, the challenge of maintaining process-oriented approaches amid curriculum standardization, and the ways teachers adapt their methods course learning to their specific school contexts.
Recommended Citation
Powell, Rebecca; Rivera, Jonathan; and Serpas, Heather
(2026)
"The Good Ghosts of Process and Models: What Endures from the Composition Methods Course [Special Issue],"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 14:
Iss.
1, Article 10.
Available at:
https://scholarworks.wmich.edu/wte/vol14/iss1/10
Included in
Educational Methods Commons, English Language and Literature Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Liberal Studies Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Secondary Education and Teaching Commons