NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ894930
Record Type: Journal
Publication Date: 2010-Sep
Pages: 15
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1060-3743
Writing Teacher Education and Teacher Learning: Testimonies of Four EFL Teachers
Lee, Icy
Journal of Second Language Writing, v19 n3 p143-157 Sep 2010
In studies of L2 writing, much more attention has been paid to the needs of students learning to write than to teachers learning to teach. In EFL contexts, while much research is geared towards helping learners cope with the challenges of writing in a foreign language, studies on EFL writing teacher education are few and far between. We have limited knowledge of how EFL teachers teach and learn to teach writing, what gaps there are in their knowledge base, and how writing teacher education can impact teacher learning. Using interview and classroom research data gathered from four EFL teachers of Hong Kong, this study investigates the teachers' perspectives on their own development as teachers of writing at the end of an in-service writing teacher education program. It also explores the ways in which writing teacher education promotes teacher learning. The findings of the study show that writing teacher education can broaden teachers' perspectives on teaching writing and help them construct a new identity as writing teachers. Six areas in which writing teacher education impacts teacher learning are also discussed.
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong