Examining shifts in preservice teachers’ beliefs and attitudes toward writing instruction
Abstract
The purpose of this study was to examine the effectiveness of integrating self-reflection, focused instruction, and field practice in a semester-long language arts course in order to shift early childhood preservice teachers’ (PSTs) beliefs and attitudes about writing instruction, as well as their development and planned use of tools for instruction. The findings revealed that a course focused primarily on preparing PSTs to teach writing can influence PSTs’ definitions of writing, the importance they place on writing instruction, their self-efficacy related to teaching writing, and their tools for instruction.
Reference
Hall, A. H. (2016). Examining shifts in preservice teachers' beliefs and attitudes toward writing instruction. Journal of Early Childhood Teacher Education, 37, 142-156.
Journal
Journal of Early Childhood 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
- Southeastern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
22
Duration of Data Collection
Data Sources
- Beginning-of-semester open-ended written responses
- End-of-semester open-ended written responses
- Written reflections
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
What effect does a semester-long language arts course have on PSTs’ beliefs and attitudes about writing instruction?
Is this research question explicit from the manuscript? Combination
What effect does a semester-long language arts course have on PSTs’ development and planned use of instructional tools related to writing?
Is this research question explicit from the manuscript? Combination