Investigation the unit of study approach as a way to teach writing to early childhood education preservice teachers
Abstract
The purpose of this study was to better understand the learning opportunities within a university writing methods course centering on a unit of study experience. Specifically, we wanted to investigate what early childhood education preservice teachers (PSTs) learn about poetry and the writing process when engaged in a poetry unit of study. Our findings revealed that a unit of study format: (a) served as a vehicle to deconstruct and develop new genre awareness; (b) helped PSTs live process aspects of writing instruction; and (c) supported PSTs in developing genre-specific knowledge through the use of mentor texts.
Reference
Batchelor, K.W., Morgan, D. N., Kidder-Brown, M. K. & Zimmerman, B. S. (2014). Investigating the unit of study approach as a way to teach writing to early childhood education preservice teachers. Journal of Early Childhood Teacher Education, 35(3), 276-289.
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
Institutional Context
Certification Level
Programatic Focus
- early childhood education
Research Location Context
Preservice Participants
- Undergraduates (university based program)
Preservice Sample Size
35
Duration of Data Collection
Data Sources
- Document Analysis
- open ended questions
Data Analysis Tools
- Constant comparative analysis
Researcher Positionality
- Inside (studying their own practices)
Research Questions
"Specifically we wanted to investigate what early childhood
preservice teachers learn about poetry and the writing process when engaged in a poetry unit of study."
Is this research question explicit from the manuscript? Yes