Abstract

This study examines whether preservice teachers, who provide writing instruction in native language education, are ready to teach students with different learning needs effectively. This study used a survey research design and qualitative data collection tools. An interview form and writing samples from students in the same class with different writing learning needs were used for data collection. The data of the study, which was conducted with the contribution of one hundred eighty-six preservice teachers, were analyzed using descriptive analysis, a method of qualitative data analysis. The study found that the preservice teachers were unable to determine the deficiencies in the content of the writing samples and had more difficulty in cases of multiple learning needs. The preservice teachers were found to know common practices that can be used to address the needs of students in academically diverse classrooms; however, they had limited knowledge about long-term effective teaching methods and current writing models. Moreover, half of them were found to have inadequate knowledge about motivational practices. A considerable portion of the preservice teachers reported that their teacher training program did not contribute to their own development as much as they expected, and they felt the deficiency of practical courses in particular.

Key words: Preservice teachers, writing instruction, academically diverse classrooms.