Centering the how: What teacher candidates’ means of mediation can tell us about engaging adolescent writers
Abstract
Prospective teachers often draw on their own experiences with writing as they envision and plan for future writing instruction. Rather than analyzing the types and topics of writing that teacher candidates engaged in as K-16 students, this study inquired into the mediational means shaping their writing processes. The teacher candidates in this study partnered with local high school students to blog about their varied in- and out-of-school experiences with writing. An analysis of these blogs revealed that three overarching mediational means, rules, time, and purpose had either restrictive or enabling effects on participants' writing. Findings from this study suggest that the value students attach to writing is a function of the mediational means that shape the experience. This study suggests that as literacy teachers prepare for writing instruction, they should pay particular attention to the restrictive and enabling effects of the various mediational means employed.
Reference
Barnes, M. E. (2018). Centering the how: What teacher candidates’ means of mediation can tell us about engaging adolescent writers. Journal of Adolescent & Adult Literacy, 62(1), 35-43
Journal
Journal of Adolescent and Adult Literacy
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
- Graduate and undergraduate
Preservice Sample Size
21
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding (emergent categories)
- Thematic analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
What mediational means did teacher candidates name?
Is this research question explicit from the manuscript? Yes
What mediational means restricted or enabled teacher candidates as they worked to reach their writing goals?
Is this research question explicit from the manuscript? Yes
What goals or purposes did teacher candidates attach to writing?
Is this research question explicit from the manuscript? Yes
What recommendations for and/or beliefs about writing did teacher candidates name that could support students in grades 6–12 as they develop as writers?
Is this research question explicit from the manuscript? Yes