“The Teacher Said My Story Was Excellent”: Preservice Teachers Reflect on the Role of the “External” in Writing

Abstract

When asked to reflect on their experiences with writing, preservice teachers attributed their successes and failures to a number of factors. Some of these attributions, such as those made to effort and ability, were internal in nature. However, the most frequently occurring references were to an external factor: influential others. Preservice teachers discussed the role parents, siblings, and, most often, teachers played in their development as writers. These findings call into question the notion that writing cannot be taught but only learned. This notion has downplayed the pivotal role of teachers in the creation of authors. The results of this study also point to the need for a reconsideration of what it means to “teach” writing.

Reference

Mathers, B. G., Bnson, S.K., & Newton, E. (2006). “The Teacher Said My Story Was Excellent”: Preservice Teachers Reflect on the Role of the “External” in Writing. Journal of Adolescent and Adult Literacy, 50(4), 290-297. http://dx.doi.org/10.1598/JAAL.50.4.5

Journal

Journal of Adolescent and Adult Literacy

Analysis

Is this article part of a larger project or series of studies?

Does this study draw on a large, preexisting data set?

Research Approach

mixed methods

Geographic Setting

New York

Institutional Context

University based

Certification Level

Not stated

Programatic Focus

not stated

Research Location Context

Content area literacy course

Preservice Participants

Undergraduates (university based program)

Preservice Sample Size

192

Duration of Data Collection

Not clear

Data Sources

Literacy history
Questionnaire

Data Analysis Tools

Content analysis
Likert Scale

Researcher Positionality

not stated

Research Questions

In what ways do the literacy histories of preservice teachers reveal the belief that writing achievement depends on effort?
Is this research question explicit from the manuscript? Yes

In what ways do the literacy histories of preservice teachers reveal the belief that writing achievement depends on innate ability?
Is this research question explicit from the manuscript? Yes

In what ways do the literacy histories of preservice teachers reveal the belief that some other factor accounts for success or failure in writing?
Is this research question explicit from the manuscript? Yes