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?

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

Research Approach

Geographic Setting

midwest

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

early childhood education

Research Location Context

University

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

Duration of Data Collection

4 to 6 months

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