Writing development over time: Examining preservice teachers’ attitudes and beliefs about writing
Abstract
Since writing ability has been found to be a key indicator of school success and suc- cessful participation in the workplace, it is important for preservice teachers to receive effective preparation in the area of writing. Reflecting on personal writing experiences allows preservice teachers to examine their own attitudes and beliefs about writing and the effects their attitudes and beliefs may have on their pedagogical decisions in the future. This article describes the findings from two focus groups conducted with preschool and elementary preservice teachers during which participants exam- ined their attitudes towards writing that have developed over time and their plans for future writing instruction. The following three broad themes emerged related to key influences in the development of positive and negative attitudes towards writing: (a) having writing published or showcased increases positive attitudes towards writ- ing, (b) creative opportunities and process-oriented teaching strategies provide the most meaningful writing experiences, and (c) negative feedback from teachers adversely impacts self-confidence in writing skills and leads to negative attitudes towards writ- ing. Three themes related to views of writing instruction and pedagogical decisions for the future also emerged from the focus groups. These were: (a) embedding writing opportunities throughout the day helps provide quality writing instruction, (b) preser- vice teachers who struggle with writing mechanics are hesitant about teaching these skills to their future students, and (c) preservice teachers do not agree on one specific methodology for teaching writing or the amount of time that they will teach writing in the future.
Reference
Hall, A. H., & Grisham-Brown, J. (2011).Writing development over time: Examining preservice teachers’ attitudes and beliefs about writing. Journal of Early Childhood Teacher Education, 32(2), 148-158. http://dx.doi.org/10.1080/10901027.2011.572230
Journal
Journal of Early Childhood Teacher Education
Analysis
Is this article part of a larger project or series of studies?
yes
Does this study draw on a large, preexisting data set?
no
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
14
Duration of Data Collection
Data Sources
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
(a) What are preservice teachers’ attitudes and beliefs about writing?
Is this research question explicit from the manuscript? Yes
(b) How have experiences over time affected preservice teachers’ attitudes and beliefs about writing?
Is this research question explicit from the manuscript? Unknown
(c) How do preservice teachers’ attitudes and beliefs about writing influence their plans to teach writing in the future?
Is this research question explicit from the manuscript? Unknown