This was a study focused on “How new teachers use conceptual and pedagogical tools to foster writing instruction”. The conceptual tools focus on understanding the learning and teaching processes and the pedagogical tools were focused on what teachers need to learn to teach. This was predominantly a qualitative study. The data was collected through semi-structured interviews, classroom observations and teachers artefacts. There were three interviews conducted in each student’s practicum placement focused on teaching writing. In total the team also conducted twelve interviews with each student throughout the first three years of teaching. The interviews ranged from 40 – 90 minutes. The students also were observed at least three times in their practicum and then nine times in their first three years of teaching. The team took observation notes, transcribed the interviews, audio-taped the student’s instruction in class and collected their teaching artefacts. The data analysis was ongoing, recursive and iterative.

The findings included the importance of building a relationship with students and flexibility of teaching to meet students’ needs. Teaching tools used for writing development included notebooks, sketching, journaling, webbing, sentence starters, peer talks and whole class discussions, revision boot camp and chopping assessments.

Conclusions include: teachers needing to use all three conceptual tools, pedagogical tools and courage, teachers clearly differentiate between teaching for a writing test and teaching writing and fostering writing means encouraging a range of writing – creative, expressive as well as analytical.