Teachers’ Perceptions of the Practice of Modeling in the Context of Writing
The goal of this case study is a detailed understanding of two post-secondary teachers’ perceptions of modeling in the context of writing. Interviews were conducted with two sessional lecturers who had used this teaching strategy in their essay-writing courses. Three conditions for its effective use emerge from the inductive analysis of their comments : teachers must be predisposed to the practice of modeling, they must focus on an appropriate strategy and they must be able to work within the kind of complexity involved in this particular teaching practice.