Abstract Genre-informed approaches to writing pedagogy have grown in influence and prominence over the past 25 years. Because of the crucial importance of writing teachers’ in the implementation of genre-focused instruction, more research investigating the impact of teacher education practices on teachers' genre knowledge and awareness is needed. This study examines the effect of a project designed specifically to promote L2 writing teachers pedagogical content knowledge of genre. This “Unfamiliar Genre Project” (UGP), asked teachers to research an unfamiliar genre, write their own genre example, and design curriculum to teach the genre to a multilingual student population of their choice. Drawing on data from multiple drafts of each teacher’s project, feedback from their instructor and peers, written reflections, and audio-recorded follow up interviews, this study seeks to answer the following research question: How does participation in the UGP impact teachers’ pedagogical content knowledge of genre, if at all? Results show that despite some significant challenges the teachers developed specialized knowledge of the rhetorical nature of genre along with knowledge of and empathy for L2 students’ writing challenges through completing the project. Implications for future research and teacher education pedagogy are considered.

中文翻译：

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通过陌生体裁项目发展二语写作教师的体裁教学内容知识

摘要 在过去的 25 年中，基于体裁的教学法写作方法的影响力和重要性不断增加。由于编写教师在实施以体裁为重点的教学中至关重要，因此需要更多的研究来调查教师教育实践对教师体裁知识和意识的影响。本研究考察了专门为促进二语写作教师对体裁的教学内容知识而设计的项目的效果。这个“不熟悉的流派项目”（UGP）要求教师研究一个不熟悉的流派，编写自己的流派示例，并设计课程以向他们选择的多语种学生群体教授流派。从每位教师项目的多个草稿中汲取数据、教师和同龄人的反馈、书面反思、和录音跟进访谈，本研究旨在回答以下研究问题：参与 UGP 如何影响教师的教学内容知识，如果有的话？结果表明，尽管面临一些重大挑战，教师们通过完成项目培养了体裁修辞性质的专业知识，以及对 L2 学生写作挑战的知识和同理心。考虑了对未来研究和教师教育教学法的影响。如果有的话？结果表明，尽管面临一些重大挑战，教师们通过完成项目培养了体裁修辞性质的专业知识，以及对 L2 学生写作挑战的知识和同理心。考虑了对未来研究和教师教育教学法的影响。如果有的话？结果表明，尽管面临一些重大挑战，教师们通过完成项目培养了体裁修辞性质的专业知识，以及对 L2 学生写作挑战的知识和同理心。考虑了对未来研究和教师教育教学法的影响。