Article published in:
Writing and the Mind
Edited by David R. Olson and Marcelo Dascal †
[Pragmatics & Cognition 21:3] 2013
► pp. 530–551

Domain-specific cognitive development through written genres in a teacher education program

| University of California Santa Barbara
Previous studies of initiatives in Writing to Learn and Writing Across the Curriculum/Writing in the Disciplines, while showing gains in knowledge retention and improvement in general writing skills, have not yet investigated the more fundamental issue of how writing supports development of domain-specific forms of thinking. Written samples were gathered from prospective teachers engaged in a year-long program of classroom observation and participation designed to advance their understanding of student success and failure. Ethnographic and quantitative methods provided evidence that their written accounts indicated an increased understanding that was aligned with the goals of the program.
Keywords: writing to learn, Writing to Learn, developing domain-specific thinking, writing in reflective practice, Writing Across the Curriculum/Writing in the Disciplines
Published online: 24 July 2015
https://doi.org/10.1075/pc.21.3.07baz
Cited by

Cited by 1 other publications

Pires Pereira, Íris Susana, Maria Cristina Cristo Parente & Cristina Vieira da Silva
2016. Guided portfolio writing as a scaffold for reflective learning in in-service contexts: a case study1. Teacher Development 20:5 ► pp. 614 ff. Crossref logo

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