Inquiry can be transformative: From “I will make him write” to “He will learn to write”
Abstract
This study examined changes in preservice teachers’ thinking about writing and writing instruction as they used inquiry to study their individual questions about the teaching of writing in a language arts methods class. The study describes the way the teacher educator organized the class and then examines how the preservice teachers changed their thinking. The study found that the inquiry process combined with writing workshop provided an environment that impacted the beliefs and practices of these preservice teachers.
Reference
Wickstrom, C. D. (2013). Inquiry can be transformative: From “I will make him write” to “He will learn to write.” In S. Szabo, L. Martin, T. Morrison, L. Haas, & L. Garza-Garcia (Eds.), 35th Yearbook of the Association of Literacy Educators and Researchers (pp. 255–273). Commerce, TX: Association of Literacy Educators and Researchers.
Journal
Yearbook of the College Reading Association
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
- Elementary
- ELLs
- Special Education
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
8
Other Participant Data
Duration of Data Collection
Data Sources
- student reflections
- student work
Data Analysis Tools
- Constant comparative analysis
- Qualitative Content Analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
1. How did the inquiry process help preservice teachers as they investigated their own questions about the teaching of writing?
Is this research question explicit from the manuscript? Yes
2. What, changes occurred in the preservice teachers’ thinking as they
completed inquiry projects?
Is this research question explicit from the manuscript? Yes