From Writing Methods to Student Teaching: Vision Development and the Implementation of Conceptual and Practical Tools by Preservice Teachers

Abstract

Design of Study: We undertook a one-year, multiple-case study (Merriam, 1988) across two settings, a 16-week writing methods course, and the student teaching placement. We collected data from all preservice teachers (N = 53) enrolled in the course. We then purposefully selected seven preservice teachers to follow into their student teaching experience. We sought to “discover, understand, [and] gain insight” (Merriam, 1988, p. 48) into how preservice teachers utilized course knowledge in their student-teaching experience. For the seven cases, we selected preservice teachers that demonstrated strong to average academic ability in the methods class and were student teaching in various grade levels. We present the findings of two cases in this study.

Reference

Morgan, D. N., Zimmerman, B. S., Kidder-Brown, M. K., & Dunn, K. (2011). From writing methods to student teaching: Vision development and the implementation of conceptual and practical tools by preservice teachers. In Dunston, P. J., Gambrell, L. B., Headley, K., Fullerton, S. K., Stecker, P. M., Gillis, V. R, & Bates, C. C. (Eds.), 60th Literacy Research Association Yearbook. (pp. 100-112). Oak Creek, WI: Literacy Research Association Conference.

Journal

Yearbook of the National Reading Conference

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

Case study

Geographic Setting

Ohio

Institutional Context

University based

Certification Level

early childhood

Programatic Focus

not stated

Research Location Context

student teaching placement schools
University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

Data Sources

fieldnotes
Interviews
Observations
University coursework assignment (e.g. writing/project done for a grade)

Data Analysis Tools

Constant comparative analysis
open coding and examined for emergent themes

Researcher Positionality

inside (staying their own students)
Inside (studying their own programs)

Research Questions

(a) How do preservice teachers describe writing experiences prior to taking a methods course on the teaching of writing?,
Is this research question explicit from the manuscript? Yes

(b) What pedagogical knowledge do preservice teachers identify as helpful to their own learning as writers and how do they envision using that knowledge in their student teaching experience?
Is this research question explicit from the manuscript? Unknown

(c) How do preservice teachers appropriate their knowledge learned in the methods course into their student-teaching experience?
Is this research question explicit from the manuscript? Unknown