Our lives as writers: Examining preservice teachers’ experiences and beliefs about the nature of writing and writing instruction
Abstract
Using autobiographies, a study examined the beliefs and experiences of 59 preservice teachers about writing and writing instruction. An analysis of the preservice teachers' autobiographical responses suggests that personal/creative writing is the most meaningful and interesting kind of writing, that teachers have both positive and negative effects on writing identity, that encouraging writing development is different from teaching writing, and that the importance of writing instruction is influenced by beliefs about the nature of writing.
Reference
Norman, K. A., & Spencer, B. H. (2005). Our lives as writers: Examining preservice teachers' experiences and beliefs about the nature of writing and writing instruction
. Teacher Education Quarterly, 32(1), 25-40.
Journal
Teacher Education Quarterly
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
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
59
Duration of Data Collection
Data Sources
Data Analysis Tools
- coding (emergent categories)
- grounded theory
Researcher Positionality
- inside (staying their own students)
Research Questions
(a) what are preservice teachers' perceptions of them selves as writers? (p. 27
Is this research question explicit from the manuscript? Yes
(b) how do people and experiences shape preservice teachers' views of writing instruction and learning to write? (p. 27)
Is this research question explicit from the manuscript? Yes