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Exploring Scottish University Teacher Educators' Conceptualisations of "Good Writing".

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Title: Exploring Scottish University Teacher Educators' Conceptualisations of "Good Writing".
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]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Exploring Scottish University Teacher Educators' Conceptualisations of "Good Writing".
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  Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. Jun2026, Vol. 16 Issue 3, p381-411. 31p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Writing+education%22">Writing education</searchLink><br />*<searchLink fieldCode="DE" term="%22Composition+%28Language+arts%29%22">Composition (Language arts)</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Rhetoric%22">Rhetoric</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Scotland%22">Scotland</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22University+of+Strathclyde%22">University of Strathclyde</searchLink>
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  Label: Abstract
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  Data: 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]
– Name: AbstractSuppliedCopyright
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  Group: Ab
  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.3138/wap-2025-0007
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      – Code: eng
        Text: English
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      – SubjectFull: Teacher education
        Type: general
      – SubjectFull: Writing education
        Type: general
      – SubjectFull: Composition (Language arts)
        Type: general
      – SubjectFull: Educational equalization
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      – SubjectFull: Higher education
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      – SubjectFull: Rhetoric
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      – SubjectFull: Qualitative research
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      – SubjectFull: Scotland
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      – SubjectFull: University of Strathclyde
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      – TitleFull: Exploring Scottish University Teacher Educators' Conceptualisations of "Good Writing".
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          Name:
            NameFull: Sims, Rebekah
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          Name:
            NameFull: Hunter, Sharon
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            – D: 01
              M: 06
              Text: Jun2026
              Type: published
              Y: 2026
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