Tutoring one’s way to L2 writing teacher cognition

Authors

  • Hae Sung Yang Georgia State University
  • Diane Belcher Georgia State University

DOI:

https://doi.org/10.1558/wap.22028

Keywords:

Teacher Cognition, Writing Teacher Education, L2 Writing Teachers, Tutoring, Experiential Learning

Abstract

In view of the limited research attention so far given to the developing cognition of novice L2 writing teachers, this qualitative study examines the extent to which L2 writing teacher cognition can be enhanced by the experience of tutoring. By adopting the theory of experiential learning, the study considered the role that the experience of tutoring could play in the development of novice L2 writing teachers’ conceptualizations of learners’ needs and their view of themselves as developing L2 writing teachers. The results of this study point to the participants as having all made realizations that served as catalysts for continued growth after the original tutoring
experiences. These findings indicate that the practice of tutoring changed their perceptions of teaching L2 writing by seeing clearly the benefits of dialogic interaction with L2 writers and also learning the value of holistically viewing the writer.

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Published

2022-09-22

How to Cite

Yang, H. S., & Belcher, D. (2022). Tutoring one’s way to L2 writing teacher cognition. Writing and Pedagogy, 14(1), 23–47. https://doi.org/10.1558/wap.22028

Issue

Section

Research Matters