Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom
Abstract
This article describes a case study based on data from 2 surveys and 2 retrospective interviews with 2 preservice teachers and 1 interview with their 2 mentors. All 4 teachers worked in the same classroom in a field-based, postbaccalaureate, urban teacher certification program. 1 observation was also conducted in the classroom of each preservice teacher after she began teaching. Although the preservice teachers worked with mentors who modeled standards-based writing instruction, movement toward such teaching did not occur when preservice teachers' beliefs about learning and teaching were inconsistent with mentors' beliefs. Conceptual development of 1 preservice teacher was a process of gradual socialization, whereas the other experienced con- ceptual conflict. Preservice teachers' initial beliefs, mentors' teaching and mentoring practices, and school contexts influenced preservice teachers' conceptual development.
Reference
Wang, J., & Odell, S. J.. (2003). Learning to Teach toward Standards-Based Writing Instruction: Experiences of Two Preservice Teachers and Two Mentors in an Urban, Multicultural Classroom. The Elementary School Journal, 104(2), 147–174.
Journal
Elementary School Journal
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
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
- Elementary
- Literacy Education
Research Location Context
- field-based methods course
- Literacy methods course
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
2
Other Participant Data
- Mentors (experienced teachers)
Duration of Data Collection
Data Sources
- Evaluations (by mentor teacher/university liaison)
- fieldnotes
- Interviews
- Observation of PT lessons
- Survey
- Video
Data Analysis Tools
- Qualitative Analysis
- Qualitative comparison
- Thematic analysis
Researcher Positionality
Research Questions
What changes occur in the preservice teachers' conceptions of learning, teaching, and writing instruction during their internship?
Is this research question explicit from the manuscript? Yes
What is the relation between the two preservice teachers' conceptual changes and their mentors' relevant beliefs?
Is this research question explicit from the manuscript? Yes
What is the influence of preservice and mentor teachers' beliefs about
learning to teach on the preservice teachers' conceptual changes?
Is this research question explicit from the manuscript? Yes
How do mentors' teaching and mentoring practice influence
the preservice teachers' learning to teach?
Is this research question explicit from the manuscript? Yes
What is the relation between the preservice teachers' conceptual changes and other school and classroom contexts?
Is this research question explicit from the manuscript? Yes