Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education
Document Type
Article
Publication Date
2015
Abstract
This article reports on the findings of a pilot study conducted in 2011 that investigated technology-pedagogy preparation for graduate students in PhD-granting rhetoric and composition programs in the United States. The study aimed to answer two questions: (1) Are rhetoric/composition doctoral programs preparing their students to teach with technology?; and (2) If so, how? Based on our findings, we believe it is futile to prescribe one approach to techno-pedagogy preparation and insist that techno-pedagogy needs to be both dispersed and integrated throughout English studies graduate curricula. [ABSTRACT FROM AUTHOR]
Repository Citation
Hauman, K.,
Kastner, S.,
& Witte, A.
(2015). Writing Teachers for Twenty-First-Century Writers: A Gap in Graduate Education. Pedagogy Critical Approaches to Teaching Literature Language Composition and Culture, 15 (1), 45-57.
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