Madelyn, a preservice teacher becomes a writer
Abstract
A review of the literature reveals that preservice teachers do not consider themselves writers. This article examined the influence that a transactional model of teaching, reading/writing workshop, had on one preservice teacher’s perception of herself as a writer. In this naturalistic study, the teacher/researcher used reading/writing workshop to immerse preservice teachers in writing. Data sources were interview and conference transcripts, transcripts of small group sessions, students’ reflexive and response notebooks and literacy histories, field notes, and student writing. Analysis of the data revealed that a transactional approach to teaching preservice teachers has a positive effect on students’ perceptions of themselves as writers.
Reference
Gerla, J. (2010). Madelyn, a preservice teacher becomes a writer. Southeastern Teacher Education Journal, 3(1), 131–140.
Journal
Southeastern Teacher Education 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
- naturalistic
- Qualitiative
Geographic Setting
- Southwestern United States
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Undergraduates in a Reading and Language Arts methods course
Preservice Sample Size
1
Duration of Data Collection
Data Sources
- class assignment reflections
- conferences
- course materials
- Interviews
- pre- and post-questionnaires
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
Research Questions
How did a preservice teacher's "perceptions of herself as one who disliked and feared writing changed through her immersion in reading and writing in a college language arts methods class"? (p. 132)
Is this research question explicit from the manuscript? Combination
Is this research question explicit from the manuscript? Unknown