The authors employed a multiple case study to examine the degree to which teachers' capacity to teach writing was further developed in the beginning years of teaching. An overarching question examined how pre-service and in-service teacher training in writing impacted pedagogical knowledge and instruction. This was supported by three sub questions which examined pre-service programs, implementation of writing in K-2 classrooms and support from in-service development. The results of the study included participants' lack of teacher preparation in writing and limited use of evidence-based instructional practices due to a prioritization of reading and limited pedagogical knowledge of writing. Implications for practice included implementing evidence-based instructional practices in literacy courses, providing development for in-service teachers, and developing instructional leaders in developing teachers' pedagogical knowledge and understanding of evidence-based instructional practices.
TopInsight On The Development Of Teachers’ Writing Instruction In K-2 Classrooms
Both reading and writing skills are necessary to daily life. Writing instruction is an essential literacy component, yet writing has not been prioritized in either schools or teacher preparation programs in the United States (US) (Graham, 2019; Myers & Paulick, 2020). Further, under preparation and the subsequent lack of confidence to teach writing is exacerbated as teachers are also anxious and hesitant about teaching writing (Helfrich & Clark, 2016). While some classrooms in the US exhibit exemplary writing instruction, on average writing is happening less in early elementary classrooms as reading instruction is being given precedence to the detriment of providing quality writing instruction (Graham, 2019; Korth et al., 2016; Myers & Paulick, 2020). When writing instruction does occur, especially in the early years, it is typically focused on print conventions and rarely on idea generation, composition, and the writing process (Graham & Harris; 2019; Hebard, 2016).
Numerous scholars have established that writing is a social activity involving an implicit or explicit dialogue between writers (Graham & Harris, 2019; Rowe, 2018). Additionally, Graham and Harris have purported that writing is a critical skill for communication, sharing and expanding on ideas, and fostering critical thinking; it is “an indispensable tool for learning and communicating” (2019; p. 5). Similarly, Calkins has claimed that “Writing is part of every relationship, every job, every project, everyone’s comings and goings” (2020, p. 22). In essence, writing is a critical communication tool for everyday life; subsequently, writing needs to be prioritized in schools, equal to instructional time and effort expended on reading and math. Students advance and develop their learning when writing is a priority (Graham & Harris, 2019;). Teaching students to write improves their reading skills (Graham et al., 2018; Graham & Harris, 2019; Shanahan, 2015).
Purpose of the Study
During the early elementary years, teachers focus on cognitive development, social and emotional development, speech and language development and motor development. Students learn through multiple methods of instruction, including direct instruction and modeling from the teacher, guided instruction with the teacher, and student-led discovery and experimentation (National Association for the Education of Young Children (NAEYC), 2022). In tandem, the grade level span between kindergarten and 2nd grades (K-2) are foundational grade levels for overall literacy development. Subsequently, a focus on the preparation to teach writing in these early grades as well as the continued professional development and support offered early career teachers, have emerged as paramount issues. Against the backdrop of the need for writing development but a paucity of focus and adequate time to learn how to teach writing, and in the context where the teaching of reading has become both privileged and increasingly political, the authors wanted to examine how preparation and in-service support for writing was enacted through leadership, direct teacher support, and curriculum. The findings of this study were part of a larger study (Rueter, 2022).
The aforementioned conditions and the authors’ positionality as former literacy teachers, coaches, and current literacy scholars led us to this timely investigation. The purpose of this study was to determine the degree to which preparation to teach writing and subsequent further development to teach and encourage writing in the beginning years of teaching was adequate in terms of ensuring students are receiving foundational literacy skills in order to be successful in both reading and writing. In this chapter, the results of a multiple case study (Yin, 2018) that investigated the degree to which in-service teachers’ initial skills were further developed as in-service teachers is presented.