Exploring Scottish University Teacher Educators' Conceptualisations of "Good Writing".
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| Title: | Exploring Scottish University Teacher Educators' Conceptualisations of "Good Writing". |
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| Authors: | Sims, Rebekah1 (AUTHOR) s.l.hunter@strath.ac.uk, Hunter, Sharon1 (AUTHOR) rebekah.sims@strath.ac.uk |
| Source: | Writing & Pedagogy. Jun2026, Vol. 16 Issue 3, p381-411. 31p. |
| Subject Terms: | *Teacher education, *Writing education, *Composition (Language arts), *Educational equalization, *Higher education, *Rhetoric, *Qualitative research |
| Geographic Terms: | Scotland |
| Company/Entity: | University of Strathclyde |
| Abstract: | This article focuses on teacher educators' approaches to supporting discipline-specific undergraduate writing at the University of Strathclyde, the largest provider of initial teacher education (ITE) in Scotland. Although the Scottish Enlightenment had a substantial influence on positioning language, and therefore rhetoric, as a field of study (Shieber, 2023), contemporary Scottish higher education—including teacher education—has no teaching of rhetoric or composition and no formalised general writing education (e.g., first-year composition). Yet, ITE students are expected to write in a variety of genres throughout postsecondary education. We position writing instruction as part of socially just teacher education. Our qualitative study investigates how university teacher educators conceive of student writing and enact these conceptualisations in practice. This study offers insight into how teacher educators evaluate the role of writing in teacher education and how they connect it to professional practice, positioning writing instruction as part of socially just teacher education. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This article focuses on teacher educators' approaches to supporting discipline-specific undergraduate writing at the University of Strathclyde, the largest provider of initial teacher education (ITE) in Scotland. Although the Scottish Enlightenment had a substantial influence on positioning language, and therefore rhetoric, as a field of study (Shieber, 2023), contemporary Scottish higher education—including teacher education—has no teaching of rhetoric or composition and no formalised general writing education (e.g., first-year composition). Yet, ITE students are expected to write in a variety of genres throughout postsecondary education. We position writing instruction as part of socially just teacher education. Our qualitative study investigates how university teacher educators conceive of student writing and enact these conceptualisations in practice. This study offers insight into how teacher educators evaluate the role of writing in teacher education and how they connect it to professional practice, positioning writing instruction as part of socially just teacher education. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17565839 |
| DOI: | 10.3138/wap-2025-0007 |
