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The Education Perspective: Why Writing Is Essential for Teacher Training

The Education Perspective: Why Writing Is Essential for Teacher Training. Andrew Smyth, Assistant Professor of English SCSU Teaching Academy: “A Passion for Learning” June 9, 2008. Reflective Practitioners. Goal is to instill a regular habit of reflection on teaching practice

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The Education Perspective: Why Writing Is Essential for Teacher Training

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  1. The Education Perspective: Why Writing Is Essential for Teacher Training Andrew Smyth, Assistant Professor of English SCSU Teaching Academy: “A Passion for Learning” June 9, 2008

  2. Reflective Practitioners • Goal is to instill a regular habit of reflection on teaching practice • Oral: Group Protocols; Problem-solving • Writing: Regular Reflections, Observations, and Multigenre Adaptations • Writing regularly and in different modes produces pedagogical insights.

  3. CI 2800: “Teachers, Schools, and Learners” • Intro to Education course at Appalachian State University • Mostly Sophomores • Mixed Disciplines and Grade-Level Aspirations (pre-K through 12) • Writing- and Computer-Designated Course

  4. Field Work: 5th Dimension • http://www.ced.appstate.edu/projects/5d/index.html • Afterschool Program in Local Elementary Schools (twice a week) • Play-Oriented, Computer-Oriented • Heavy Emphasis on Vygotsky’s Zone of Proximal Development • Thanks to Appalachian State University, Department of Curriculum and Instruction, for permission to link to their websites.

  5. Weekly Field Notes • Electronic Database • http://survey.rcoe.appstate.edu/2800fieldnotes • Weekly Entries • Instructor Responses (brief) • Repetition of Structure Essential for Development of Pedagogical Insights and Teacher Dispositions. • Course Connections Section affirms understanding at a practical level.

  6. Field Notes Synthesis • Essay is typical format, but variety of writings are available and encouraged. • College-wide rubric focuses on course expectations, conceptual framework, dispositions, and other elements of teacher training.

  7. Multigenre at SCSU: Methods, Observation Journals, and Student Teaching • EDU 490 (Secondary English Methods) folds into Student Teaching. • Students write preliminary observation reports and journals on their first two weeks of teaching. • Journals provide content for multigenre exploration of developing pedagogy. • Student Sample: http://samgenre.blogspot.com/ Thanks to SCSU student Jon Sam for permission to post his creative reflection on teaching.

  8. For more information on multigenre writing, see Tom Romano, Blending Genre, Altering Style: Writing Multigenre Papers (Portsmouth, NH: Boynton/Cook, 2000).

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