Abstract
Teaching students to become confident, capable writers is imperative in today’s world. Growing attention has been paid to the amount and kinds of writing students are experiencing in schools with an urgent plea for more time and attention given to writing instruction (Nagin, 2003; National Commission on Writing, 2003). Yet, few teachers feel well prepared to teach writing.
In this special issue on writing methods courses, we discuss the evolution of our writing methods course for early childhood preservice teachers (PK-5). Specifically, we examine the current pedagogical practices within the course to support preservice teachers’ experiential learning. This piece examines how a gradual release of responsibility model with multiple units of study supports preservice teachers as writers and as future teachers of writers.
Recommended Citation
Morgan, Denise N.; Gruhler, Danielle G.; and Evans, Kristen I.
(2022)
"From Writer to Teacher: The Gradual Release of Responsibility in an Early Childhood Education Writing Course for Pre-Service Teachers,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
Iss.
2, Article 13.
Available at:
https://scholarworks.wmich.edu/wte/vol11/iss2/13
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Methods Commons, Language and Literacy Education Commons, Scholarship of Teaching and Learning Commons