This narrative grounded theory study examines 19 US K–12 teachers’ development of pedagogical content knowledge of writing (PCKW) across their careers. Building on writing pedagogies and career cycle theories, we invited writing teachers to tell stories of critical experiences that contributed to their development. Findings indicate that teachers’ understanding of writing, being writers, and teaching writers were propelled by various critical experiences--both personal and professional. Our model shows that these experiences prompted teachers to engage in participatory PCKW to cultivate development. Implications are that writing teachers need communities of practice, mentors, and ongoing participatory engagements to sustain process pedagogies.
Donovan, Sarah J.; Sanders, Jenn; DeFauw, Danielle L.; and Myers, Joy
"K-12 Writing Teachers’ Careerspan Development: Participatory Pedagogical Content Knowledge of Writing,"
Literacy Practice and Research: Vol. 48:
2, Article 4.
Available at: https://digitalcommons.fiu.edu/lpr/vol48/iss2/4