ABSTRACT In response to the dearth of research on K to 6 teacher preparation for teaching writing, we investigated writing methods course instructors’ course assignments. Participants’ courses met the following criteria: (a) Courses taken by undergraduate elementary teacher candidates; (b) Writing methods courses; (c) Use of exemplary writing instructional practices; and (d) Direct writing instruction with field application opportunities. Cross-case analysis revealed that despite vastly different teacher preparation programs and contexts, assignments were highly similar and focused on developing the candidates’ self as writer or on becoming a teacher of writing. Assignments highlighted in the findings illuminate how exemplary writing methods course instructors support candidates’ development and may be applied to programs seeking to create or to strengthen a writing methods course. Future directions for research are explored.

中文翻译：

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示范性写作方法教师课程作业的全国研究

摘要 针对 K-6 教师写作教学准备研究的缺乏，我们调查了写作方法课程教师的课程作业。参加者的课程符合以下标准： (a) 本科小学教师候选人选修的课程；(b) 写作方法课程；(c) 使用示范性写作教学实践；(d) 有现场应用机会的直接写作指导。跨案例分析显示，尽管教师准备计划和背景大不相同，但作业高度相似，并且侧重于培养候选人作为作家的自我或成为写作教师。调查结果中突出显示的作业说明了示范性写作方法课程教师如何支持候选人的发展，并可以应用于寻求创建或加强写作方法课程的项目。探讨了未来的研究方向。