A teacher educator writes and shares: Student perceptions of a publicly literate life
Abstract
A literature review reveals limited information regarding the modeling of authentic writing practices by teacher educators for their students. This study examines the effect of the author's modeling processes as evidenced by education students' assessments of his courses. The author analyzed data using a grounded approach to document their perceptions of the benefits of his in-class writing and sharing of literacy work. Responses revealed perceptions of five primary benefits, underscoring both academic and affective components. Perceived academic benefits included the learning of skills, strategies, and methods that influence a teacher's ability to address intellectual or technical aspects of classroom life. Perceived affective benefits included the enhancement of student motivation and the creation of a respectful, caring, and trustworthy learning community. Together, responses appeared to set the stage for the establishment of a more complex, multifaceted classroom discourse.
Reference
Journal
Journal of Teacher Education
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
- Literacy methods course
- University
Preservice Participants
- Graduate and undergraduate
Preservice Sample Size
75
Duration of Data Collection
Data Sources
- Course evaluations
- instructor feedback
Data Analysis Tools
- Inductive coding
- Recursive analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
“What benefits do my students perceive receiving from my personal literacy practices in class?”
Is this research question explicit from the manuscript? Yes