Reflecting on the Past, Reconstructing the Future: Faculty Members' Threshold Concepts for Teaching Writing in the Disciplines

Autor/inn/en	Basgier, Christopher; Simpson, Amber
Titel	Reflecting on the Past, Reconstructing the Future: Faculty Members' Threshold Concepts for Teaching Writing in the Disciplines
Quelle	In: Across the Disciplines, 17 (2020) 1-2, S.6-25 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-8244
Schlagwörter	Writing Instruction; College Faculty; Fundamental Concepts; Writing Across the Curriculum; Instructional Effectiveness; Scaffolding (Teaching Technique); Faculty Development; Transformative Learning; Personal Narratives; Student Development; College Students; Alabama + Suchen Sie Ihr Suchwort? Schreibunterricht; Fakultät; Grundlagenplan; Konzept; Unterrichtserfolg; Pädagogische Transformation; Erlebniserzählung; Collegestudent
Abstract	A growing body of scholarship in writing studies has started exploring threshold concepts for writing, providing a synoptic view of the transformations students undergo as they learn about writing. However, the field has not yet undertaken a systematic investigation of threshold concepts for the teaching of writing. A distinction between threshold concepts for writing and threshold concepts for the teaching of writing is especially important for WAC initiatives that work with faculty in the disciplines who may not have extensive training in writing pedagogy. Research into threshold concepts for the teaching of writing in the disciplines can help WAC professionals better understand the conceptual transformations these faculty experience as they participate in our programs. In this article, we present three threshold concepts for the teaching of writing in the disciplines that we identified: effective writing pedagogy involves iterative, multifaceted change; students' development as writers can be supported through scaffolded interventions; and genres can be taught as actions, not (just) as forms. To illustrate these concepts, we share faculty narratives from a survey and focus groups, which we analyze using a narrative framework for identifying threshold concepts derived from phenomenographic analysis. We conclude by suggesting additional candidates for threshold concepts for the teaching of writing in the disciplines, and commenting on the value of narrative for promoting faculty reflection and assessing WAC faculty development. (As Provided).
Anmerkungen	WAC Clearinghouse. Colorado State University, Fort Collins, CO 80523. Tel: 970-491-3132; Web site: http://wac.colostate.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01