Learning to write and writing to learn: Insights from teacher candidates
Abstract
Teacher educators frequently express concerns regarding teacher candidates' writing knowledge, skills, and dispositions. Concerns include candidates' proficiencies for writing correctly and communicating effectively, teaching writing appropriately to preK-12 graders, integrating writing authentically across the curriculum, guiding preK-12 student writing supportively, and reflecting through writing both personally and professionally. Teacher educators recognize that writing is individualized, personal, complex, subjective, and extensive, with limited time and attention dedicated to learning to write or writing to learn throughout teacher education programs. Survey research conducted with teacher candidates reveals that they highly value writing and the writing process for themselves and, more so, for preK-12 graders. But many teacher candidates dislike writing and consider themselves to be poor writers, are unsure how to teach writing effectively or integrate writing meaningfully, and are unaware of the benefits that writing and reflecting contribute to learning and living. Teacher candidates' responses offer helpful suggestions for teacher educators.
Reference
Gallavan, N., Bowles, F.A., Young, C.T. (2012). Learning to write and writing to learn: Insights from teacher candidates. Action in Teacher Education, 29 (2), 61-69. http://dx.doi.org/10.1080/01626620.2007.10463449
Journal
Action in 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
- Elementary
- Middle
- Secondary
Programatic Focus
Research Location Context
Preservice Participants
Preservice Sample Size
112
Duration of Data Collection
- First half of the semester
Data Sources
Data Analysis Tools
- Quantitative Content Analysis
Researcher Positionality
- Inside (studying their own programs)
Research Questions
Do teacher candidates value writing and the writing process for themselves and their students? (pp. 62-63)
Is this research question explicit from the manuscript? Combination
What reactions do teacher candidates have to six writing-related concerns? (p. 63)
Is this research question explicit from the manuscript? Combination