Preservice teachers’ knowledge of instructional scaffolding for writing instruction
Abstract
This study reports on an analysis of preservice teachers’ dialogue journal entries for evidence of ways in which teachers develop conceptual understanding for writing instruction. Teachers’ propositional statements were identified and coded at a specific level for three themes: (1) level of instructional scaffolding, (2) focus of proposed instruction, and (3) hierarchical levels of language. The study identified a set of dilemmas faced by teachers as they developed pedagogical content knowledge for writing instruction, centered on participants’ assumptions regarding a direct, causal relationship between the provision of models for effective writing and the improvement of students’ expertise for writing.
Reference
Gibson, S. A. (2007). Preservice teachers’ knowledge of instructional scaffolding for writing instruction. Mid-Western Educational Researcher, 20(2), 9–15.
Journal
Mid-Western Educational Researcher
Analysis
Is this article part of a larger project or series of studies?
no
Does this study draw on a large, preexisting data set?
Research Approach
Geographic Setting
Institutional Context
Certification Level
Programatic Focus
Research Location Context
Preservice Participants
- Post bachs (university based program)
Preservice Sample Size
28
Duration of Data Collection
Data Sources
Data Analysis Tools
- Analytic coding system
- Content analysis
Researcher Positionality
- inside (staying their own students)
Research Questions
1. What level of instructional scaffolding is described in preservice teachers’ propositional statements for writing instruction? (p. 10)
Is this research question explicit from the manuscript? Yes
2. To what hierarchical levels of language do preservice teachers’ propositional statements for writing instruction refer? (p. 10)
Is this research question explicit from the manuscript? Yes
3. Do preservice teachers’ propositional statements for writing instruction focus on improvement of a writing product or the writer’s skills? (p. 10)
Is this research question explicit from the manuscript? Yes