Exploring the role of writing approaches training in teacher education in non-English dominant contexts

Previous research and teaching about writing in English as a foreign language have primarily focused on students' writing performance and the role of corrective feedback. How teachers accumulate knowledge about writing instruction and whether they can utilize this knowledge in real classrooms in EFL contexts need further investigation. Therefore, this thesis research presents a multiple case study to examine five pre-service EFL teachers' awareness of different writing approaches in a teacher preparation program at a public university in Turkey and whether they benefit from training on writing approaches, specifically genre-based pedagogy. The study also includes an analysis of four leading universities' teacher education curricula. Data and the findings of the study mainly generate from document analysis, semi-structured interviews, pre-service teachers' visual reflections, teaching philosophy texts, and sample lesson plans. The findings can empower teachers and teacher educators with implications for teaching writing in non-English dominant contexts.