Teaching/Writing: The Journal of Writing Teacher Education

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The Writing Methods Experience: Resonance, Resilience, and Effects

Introduction

We love the writing methods course. It’s what ties our field together. And it’s a lot of fun: it’s where we introduce new teachers to the joys of teaching writing, an entryway into all the things we love about an active, engaged writing classroom with students. It is the course where we aim to propel our methods students on a trajectory to change writing instruction. But we also know that our students – new teachers – often move into professional contexts where their knowledge as writing teachers is challenged by old practices: formulaic writing, grammar instruction, and non-rhetorical activities. The writing methods course is a springboard, but the practices teachers implement throughout their career determine the long-term trajectory of writing instruction.The reality is that we aren’t sure what effect the writing methods course actually has on teachers in the long-term. Does it provide a basis for future decision-making? Does it inspire practices and ideas and future exploration and study? Or does it fade away when challenged with the realities of teaching in a particular context? This collection works to answer these questions from writing teacher educators and their former students reflecting on the experiences from first engaging in writing theory and practice, and the challenges and joys they’ve experienced since.