PhD revisited: Future teachers of English. A study of competence in the teaching of writing

Abstract

This chapter reports a doctoral study (Drew, 1997) which explored factors linked to student teachers’ competence to teach written English in Norwegian compulsory schools. The teaching of writing was perceived from the duality of writing competence, with a focus on form, and the perceived ability to teach writing. The results showed that student teachers’ writing only marginally developed during a one-year English teacher training course, while their perceptions of teaching written English in schools changed considerably. Implications for L2 teaching and further research are discussed.