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Abstract
We explore three primary paradigms that continue to dominate writing instruction in secondary schools. By illustrating these paradigms, exploring their underlying assumptions with two classes of preservice teachers (PSTs) enrolled in a required course on teaching writing and identifying theoretical and pedagogical alternatives, we examine how models of teacher preparation can invite teacher educators and PSTs to “wobble” with and, consequently critique, their deeply held beliefs about writing instruction. We analyze data collected in two major course projects completed at the beginning and end of the course to demonstrate how supporting PSTs in critiquing and exploring alternative approaches to teaching writing can enable them to challenge the “methods du jour” that emerge as a result of problematic models of school assessment and policy. Ultimately, this study illustrates promising interventions for helping PSTs do more than simply teach writing in formulaic ways at the expense of addressing students’ needs in their specific teaching contexts.
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