Exploring poetry writing in a methods course: Changes in preservice teachers’ identities as teachers of writing
Abstract
none
Reference
Zimmerman, B.S., Morgan, D.N., Kidder-Brown, M.K., Batchelor, K.E. (2012). Exploring poetry writing in a methods course: Changes in preservice teachers’ identities as teachers of writing. In P.J. Dunston, S.K. Fullerton, C.C. Bates, K. Headley, & P.M. Stecker (Eds.), The 61st Yearbook of the Literacy Research Association (145-157). Oak Creek, WI: Literacy Research Association.
Journal
Yearbook of the National Reading Conference
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
- interpretive
- Qualitiative
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
- early childhood education
Research Location Context
Preservice Participants
- Post bachs (university based program)
- Undergraduates (university based program)
Preservice Sample Size
35
Duration of Data Collection
Data Sources
- open ended questions
- written reflections/class papers
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- inside (staying their own students)
- Inside (studying their own practices)
Research Questions
How do poetry-centric writing experiences within a writing methods course shape PSTs’ writing
and identities as future teachers?
Is this research question explicit from the manuscript? Yes