This manuscript emphasizes the need for positioning students (preservice and inservice teachers) in methods courses as both teacher-writers and teachers of writing. It demonstrates the importance of teaching writing methods with a hope-focused, process-driven approach grounded in social justice reasoning and includes ways of positioning students in methods courses as teacher-writers with valued professional presence in the field of English education. By way of example, the piece includes a description of a specific “Professional Writings” assignment from a methods course for pre- and inservice teachers and models the value of choice and voice for writers at all levels. It then describes a pedagogy of “writing hope” and details the ways a hope-focused approach to teaching writing processes can guide teachers of writing in their instructional endeavors with K-12 students. The manuscript concludes with how writing methods instruction that includes hope-focused, process-driven approaches grounded in social justice reasons of voice and choice can empower writers at all levels.
"Writing Methods Key in Preparing Hope-Focused Teacher-Writers and Teachers of Writing,"
Teaching/Writing: The Journal of Writing Teacher Education: Vol. 11:
2, Article 14.
Available at: https://scholarworks.wmich.edu/wte/vol11/iss2/14
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