Bridging the stories of experience: Preservice teachers revise their thinking about writing and the teaching of writing in an undergraduate literacy course
Abstract
This manuscript shares the insights of university faculty members as they worked with one class of preservice teachers to understand their attitudes about writing and the teaching of writing during the spring 2014 semester. Faculty members attempted to meet the writing needs of these preservice teachers discovered through their open-ended questionnaires, personal writing logs, and informal by using the Writing Workshop as an instructional approach. Findings suggest that employing Writer’s Workshop enhanced these preservice teachers’ writing confidence about their writing skills, pro- vided opportunities for preservice teachers to experience for themselves the benefits, and because of it, were able to see themselves as successful writers and teachers of writing by the end of the semester.
Reference
Araujo, J., Szabo, S., Raine, L., & Wickstrom, C. (2014). Bridging the stories of experience: Preservice teachers revise their thinking about writing and the teaching of writing in an undergraduate literacy course. In S. Vasinda, S. Szabo, & R. Johnson (Eds.), 37th Yearbook of the Association of Literacy Educators and Researchers (pp. 225–238). Commerce, TX: Association of Literacy Educators and Researchers.
Journal
Yearbook of the College Reading Association
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
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
32
Duration of Data Collection
Data Sources
- Questionnaire
- Writing Artifacts
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
"Do preservice teachers’ perceptions about their personal writing abilities change during an undergraduate literacy class when using Writing Workshop as an instructional approach? " (p. 226)
Is this research question explicit from the manuscript? Yes
"Do preservice teachers’ perceptions about their ability to teach writing change during an undergraduate literacy class when using Writing Workshop as an instructional approach?" (p. 226)
Is this research question explicit from the manuscript? Yes
"What are the benefits and challenges of implementing Writing Workshop as an instructional approach in an undergraduate literacy class?" (p. 226)
Is this research question explicit from the manuscript? Yes