Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia

Nguyen, Minh Hue; Brown, Jill

doi:10.14221/ajte.2016v41n8.5

Cited by 7 publications

(2 citation statements)

References 39 publications

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“…Field placements can be dominated by traditional rule systems if a cooperating teacher prioritizes formulaic, rule-based writing (Johnson et al, 2003) or if writing is not a curricular focus (Grisham & Wolsey, 2011). Prospective teachers are especially inclined to be influenced by outside factors and internal instincts, including conflicting paradigms, if their preparation program lacks coherence or adequate attention to the teaching of writing (Nguyen & Brown, 2016; Smagorinsky et al, 2011). This might explain why some PTs choose not to try out ideas learned in coursework within their field experiences (e.g., Smagorinsky et al, 2011).…”

Section: Resultsmentioning

confidence: 99%

Constructs of Teaching Writing in Research About Literacy Teacher Education

Bomer

Land

Rubin

et al. 2019

Journal of Literacy Research

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This review of empirical research focused on the preparation of writing teachers synthesizes findings from 82 articles published between 2000 and early 2018. The new understandings generated through this analysis are presented in two sections. First, we provide an overview of how the studies we reviewed draw from and circulate dominant discourses of writing, leading to a call for more transparency and clarity on the part of scholars who study writing and writing pedagogy. Then, we explore experiences in literacy teacher education that may shift the writing identities, beliefs, or teaching practices of prospective writing teachers. We position these shifts as being potentially disruptive to the often uninterrupted circulation of powerful discourses in important and generative ways, since the teaching of writing in the 21st century must break from inherited traditions to best prepare writers to use their voices actively and confidently in the world.

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Section: Resultsmentioning

confidence: 99%

Constructs of Teaching Writing in Research About Literacy Teacher Education

Bomer

Land

Rubin

et al. 2019

Journal of Literacy Research

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show abstract

“…Some of the common issues of interest include identity development (Dang, 2013;Gao & Benson, 2012;Nguyen, 2017;Trent, 2013), emotion (Dang, 2013;Golombek & Doran, 2014;Nguyen, 2014), the challenges in collaborating with mentor teachers (Farrell, 2008;Nguyen, 2014;Nguyen & Parr, 2018;Trent, 2013;Yuan & Lee, 2015) as well as positive influences of mentoring (Gao & Benson, 2012;Urzúa & Vásquez, 2008). However, there is a paucity of research exploring preservice language teachers' cognition of pedagogical practices during the practicum (Borg, 2011;Nguyen & Brown, 2016), including in the area of instructional scaffolding (Many et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

A preservice teacher’s learning of instructional scaffolding in the EAL practicum

Nguyen

Williams

2019

AJLL

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This qualitative case study examines how a preservice English as an Additional Language (EAL) teacher from the Faculty of Education at a large Melbourne-based university learned to scaffold EAL learning during a two-week practicum in a secondary school and the factors shaping his cognition. The data sources include individual interviews, oral reflections on lessons and recordings of those same lessons. The study was underpinned by a sociocultural perspective on scaffolding and van de Pol, Volman, and Beishuizenʹs (2010) framework for analysing scaffolding, which is based on a synthesis of previous models and findings. The findings indicate that the preservice teacher implemented a number of scaffolding strategies during the EAL practicum. The use of these strategies was shaped by the preservice teacher's theoretical knowledge of scaffolding and belief about its importance, which he gained from the teacher education coursework and his prior practicum experience. Learning within practice was also found to be important in his cognition of scaffolding as through the practicum he developed knowledge about his students' abilities and their difficulties in learning EAL, which are the basis for his contingent scaffolding strategies. Based on the findings, the paper suggests that instructional scaffolding is an important area of professional learning, especially for teachers working with EAL students, and needs to be explicitly built into teacher education in both coursework and the teaching practicum.

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A Sociocultural Perspective on Second Language Teacher Learning

Nguyen

2019

English Language Teacher Education

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Influences on preservice writing instruction during the secondary English as an Additional Language practicum in Australia

Abstract: Informed by a sociocultural perspective on second language teacher education, the present qualitative study investigates three preservice teachers ' (PSTs)

Cited by 7 publications

References 39 publications

Constructs of Teaching Writing in Research About Literacy Teacher Education

Constructs of Teaching Writing in Research About Literacy Teacher Education

A preservice teacher’s learning of instructional scaffolding in the EAL practicum

A Sociocultural Perspective on Second Language Teacher Learning

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