Kristine Pytash, Denise N. Morgan, Christina Lorelli, Jenifer Csiszar
Abstract
This qualitative study explores how preservice teachers (PSTs) develop pedagogical understanding through decomposition of practice within a practice-based teacher education (PBTE) framework. Focusing on a secondary writing methods course, the research examines PSTs’ debriefing sessions and written reflections following collaboratively planned and implemented writing lessons in a middle school classroom. Findings reveal that PSTs attend to both visible aspects of teaching – such as pacing, classroom organization, and student participation – and invisible aspects, including motivation, engagement, and teacher identity. Through scaffolded decomposition, PSTs gained insight into writing instruction and student learning, demonstrating growth in professional vision and instructional decision-making. The study highlights the importance of structured reflection and collaborative teaching in supporting PSTs’ ability to notice, name, and enact effective writing pedagogy. Implications suggest that decomposition practices should be central to PBTE to foster deeper understanding of the complexities of teaching writing.
Recommended Citation
Pytash, K., Morgan, D. N., Lorelli, C., & Csisar, J. (2026). Decomposing the act of teaching: Secondary preservice teachers learning to teach writing through practice-based education. Midwest Journal of Education, 3(1). https://doi.org/10.69670/mje.3.1.8
DOI
Corresponding Author
Kristine E. Pytash, Professor, Kent State University, 404 White Hall, Kent, OH 44242
Email: [email protected]