Pre-Service Teachers’ Preparation to Teach Writing Using Genre-Based Strategy Instruction: Reporting Two Cycles of Design-Based Research

Abstract

Teacher preparation programs often prioritize reading instruction, with writing largely integrated into reading method courses. Consequently, many pre-service teachers feel unprepared to teach writing effectively. This design-based research study aimed to develop and assess the implementation of genre-based strategy instruction for writing during pre-service teachers’ internships. The study included two implementation cycles involving three pre-service teachers in the first cycle and two in the second, with whole-group instruction for sixth- and ninth-graders in both cycles. The results indicated that students’ writing quality and incorporation of argumentative elements improved significantly due to the instruction. Additionally, pre-service teachers responded positively to the instructional approach and the model that supported their implementation, which included observations of their coordinator and peers, along with immediate reflective briefings. The study discusses implications and suggestions for future research.