Preservice Teachers as Writers
Abstract
This study examines 42 early childhood preservice teachers' experiences in a writing methods course. Findings indicated that preservice teachers began the class with a strong sense of themselves as writers along the good–bad writing dichotomy. Throughout their experiences in a writing methods course the preservice teachers identified four instructional strategies and experiences as helpful in developing a more positive sense of self as writer and as future writing teacher. These included reading like a writer, having similar writing experiences in class as their future students, writing regularly and having choice in topic, and designing writing mini-lessons. This study adds to the research on preservice teachers' attitudes and perceptions about writing but also extends our understanding in what specific knowledge preservice teachers name as valuable from their course experience.
Reference
Morgan, D. N. (2010). Preservice teachers as writers. Literacy Research and Instruction, 49(4), 352-365.
Journal
Literacy Research and Instruction
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
- Undergraduates (university based program)
Preservice Sample Size
42
Duration of Data Collection
Data Sources
- Interviews
- open ended questions
- student work
- written reflections/class papers
Data Analysis Tools
Researcher Positionality
- inside (staying their own students)
- not stated
Research Questions
What understandings and perceptions do preservice teachers have about writing and themselves as writers prior to engaging in a semester long writing course?
Is this research question explicit from the manuscript? Yes
What ideas and experiences do preservice teachers identify as salient from a course on process writing?
Is this research question explicit from the manuscript? Yes
How do preservice teachers articulate and demonstrate their growth in understanding themselves as writers and of teaching writers at the end of the semester?
Is this research question explicit from the manuscript? Yes