The second-language writing literature has focused a lot more on how students write and learn to write than how teachers teach and learn to teach writing. Even less literature has been devoted to how teacher educators prepare pre-service and in-service teachers to teach writing. This Viewpoint article serves to fill the void by proposing a three-pronged reflective framework for second-language writing teacher preparation. It addresses the ‘why’, ‘how’ and ‘what’ questions of the teaching of writing, serving as a valuable heuristic and reflective tool to guide writing teachers’ practice. The paper ends with a discussion of the implications of the reflective framework for teacher education, teaching and research in second-language writing contexts.

中文翻译：

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第二语言写作教师准备的连贯反思框架

第二语言写作文献更多地关注学生如何写作和学习写作，而不是教师如何教授写作和学习教授写作。更少的文献致力于教师教育工作者如何准备职前和在职教师教授写作。这篇观点文章提出了一个二语写作教师准备的三管齐下的反思框架，旨在填补这一空白。它解决了写作教学的“为什么”、“如何”和“什么”问题，作为指导写作教师实践的宝贵启发和反思工具。本文最后讨论了反思框架对第二语言写作环境中教师教育、教学和研究的影响。