Preservice teachers teach writing: Implications for teacher educators
Abstract
This study examined the perceptions of preservice teachers as they reflected upon teaching the writing process to second grade students over the course of one semester. Implications for teacher educators were identified based on the findings: Preservice teachers benefited from teaching writing on a consistent basis; preservice teachers learned and applied the course content in a highly individualistic manner suggesting that they also must be scaffolded in the learning process; and the design and organization of the field-based experience was an influential variable in their learning. Effective components of a field-based experience included working with a small group of students, teaching in groups of three, and receiving support and feedback from a variety of sources.
Reference
Colby, S. & Stapleton, J. (2006). Preservice teachers teach writing: Implications for teacher educators. Reading Research and Instruction, 45(4), 353-376. http://dx.doi.org/10.1080/19388070609558455
Journal
Reading Research and Instruction
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
52
Duration of Data Collection
Data Sources
- written reflections/class papers
Data Analysis Tools
- coding (emergent categories)
- open coding and examined for emergent themes
- Qualitative Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
The purpose of this study was to examine preservice teachers' perceptions about teaching the writing process to children to inform practice at the university level.
Is this research question explicit from the manuscript? Yes